TRADITIONAL AND POPULAR GAMES IN GREAT BRITAIN …Traditional and popular games in Great Britain and Catalonia. Juan Manuel Serrano Sanabria. 3 1. INTRODUCTION I have been in Glasgow

Traditional and popular games in Great Britain and Catalonia.

Juan Manuel Serrano Sanabria. 1

TRADITIONAL AND POPULAR

GAMES IN GREAT BRITAIN AND

CATALONIA

LLICÈNCIES C

JUAN MANUEL SERRANO SANABRIA IES PAU CASALS, BADALONA

From September 2008, to June 2009



INDEX

1. INTRODUCTION 3

2. TEACHER’S GUIDE 13

� KEY COMPETENCES IN PHYSICAL EDUCATION 13

� STRUCTURE OF CONTENTS 14

� THE AIMS 15

� ASSESSMENT 16

� TRADITIONAL GAMES AND SPORTS 17

� LESSONS PLANS 19

� STREET GAMES. OUTDOOR ACTIVITIES 21

� INTROD. BASKETBALL.OUTDOOR ACTIVITIES 71

� INTROD. FOOTBALL.OUTDOOR ACTIVITIES 82

� INTROD. RUGBY. OUTDOOR ACTIVITIES 99

� SOLUTIONS FOR STUDENT’S BOOK 113

3. STUDENT’S BOOK 152

� TRADITIONAL AND POPULAR GAMES IN BRITAIN

AND CATALONIA. THEORY IN THE CLASSROOM

152

� BASKETBALL. THEORY IN THE CLASSROOM 169

� FOOTBALL. THEORY IN THE CLASSROOM 174

� RUGBY. THEORY IN THE CLASSROOM 180

� THE HUMAN BODY. THEORY IN THE CLASSROOM 185

� MISCELANEOUS. THEORY IN THE CLASSROON. 189

� VOCABULARY 196

4. SUPPLEMENTARY MATERIALS (CD) � POWER POINT OF TRADITIONAL GAMES IN

CATALONIA � POWER POINT OF TRADITIONAL GAMES IN

SCOTLAND � MINDMAP

203

5. BIBLIOGRAPHY 204



1. INTRODUCTION

I have been in Glasgow for 9 and half months and when I arrived everything was new and exciting for me. The city, the language, people, their customs, the weather, my new High School, colleagues, pupils, my new home, my Landlady.

When I arrived I had to look for accommodation, I had to open a bank account, I had register myself with a social security number. At that point the worst was done, I started then to participate in the High School’s daily life, its name is TURNBULL HIGH SCHOOL.

I had the opportunity to meet many people. I have joined a hiking group, I participated in a Spanish language meeting group, however most of the people only wanted to learn Spanish and were not interested in any kind of swap. I joined a group which organized different events, one of them, dancing Ceilidh. It was quite amazing in a friendly atmosphere. Of course I enrolled in an English speaking course, in an Upper Intermediate level, in order to improve. I also took part in a BBC recording Games show “One Verses 100”. I have travelled to different places: Stirling, Perth, Edinburgh, Liverpool, London, a tour around Loch Lomond and Loch Ness. I have had the opportunity of travelling around Northern Scotland, visiting Sky Isle, Fort Williams, Inverness, the West Coast. I have gone very often to the movies. Of course I have attended a live football match, and I have watched on TV in a Pub the classical match between Celtic and Rangers. In June I attended the opera “Aida” and the European final football game Barcelona again Manchester.

I have also had the opportunity of playing bowl and golf in Victoria Park, a beautiful place in the middle of the city.

Apart from this, I worked hard on my Project, I had to source information, but I had difficulties trying to initiate it, above all because I couldn’t find enough bibliography of traditional and popular games in Britain, everything was about Football, Hurling, golf, swimming, Hiking, Basketball, Badminton etc.

In Turnbull High School it is normal practise that pupils pray every day at the beginning of class, then they have to register before starting class. The timetable starts a 9 o’clock but in fact they start class at 9.18, this is the first period, there are 6 periods, at 11.04 is a break of 15’ and from 13.04 to 13.40 it’s lunch time. Classes finish at 15.35. Sometimes I had difficulties integrating myself but I tried to participate in every event including joining the football team. I went to a Halloween party organised by the students. In November I went to see West Side Story with pupils and teachers. In addition I went to the Christmas dinner on 12th of December. In the High School everyone was indeed very helpful including people who worked in the office, the computer technician and kitchen staff. I had great relationships with the Language Assistants in Spanish and French. Another point that I would like to underline is discipline, there were minor problems, and I would suggest that this aspect be studied by the authorities in Catalonia and Spain because teachers and pupils in Scotland have a better interaction and there is respect in both directions, therefore the atmosphere is very relaxed.



SPANISH CLASSES EXPERIENCE

With regard to my Spanish Classes, I felt very comfortable with the teachers who were very friendly. I have prepared a Power Point on Dead Day, Barcelona, Christmas Day, and Carnival. The Principal Teacher asked me to record some texts, this was a new experience for them.

I often gave my opinion upon different topics for example in comparing “city and country”. I have prepared a text on pollution. I have corrected works on different occasions, I have assisted small groups of pupils with oral Spanish language. I have been in classes of AH, S3 and S5. In Advance Higher level, Spanish is an optional subject. At all times pupils showed great motivation and interest in everything related to Spanish culture.

In Modern Language Classes, I have had the opportunity to check many details on Spanish vocabulary, resources, methodologies, ways of teaching, etc. In some way, I have done a post graduated course in Spanish Language Teacher. On many occasions I realised that I had lacks in my own language and had to solve doubts. At the same time I was able to improve in computers programs.

I have participated in Charity activities, for example, teaching salsa, in 3rd level to collect money for Colombian children. I have cooked a Spanish omelette for the Spanish Class Teacher, and we had the opportunity to share dinner in a Spanish restaurant. I have brought “cava “and “jamon” to be tasted by teachers in the Staff room. I have directed salsa classes for pupils and teachers as well.

P.E CLASSES EXPERIENCE.

With regard to my P. E classes, I collaborated with teachers in preparing materials. I have been a referee in a football match, and in this instance I officiated and observed pupils of S1 and S2, from 12 to 13 years. In May and June I lead salsa classes.

Back in Spain, I shall have to teach this physical education project to Catalonian students.

I have received help and support in all circumstances to prepare this project, however I have to say that the practise of sports and games in Glasgow were not totally related with the project; they were playing Basketball, Badminton, Gymnastics, Football, therefore I had to seek extra-information. Perhaps it would have been more beneficial if I had gone to primary school, where they are still playing traditional and popular games of Scottish origin. Another point, is that they divide classes sometimes by sexes, for example when it is football only boys participate and girls attend dance lessons.

With regard to my career experience, I have learnt a lot in P.E classes, I have had the opportunity to observe different teachers and pupils, with similar ages as in my next class in Barcelona. In fact, it is as if I had had a postgraduate course because this



experience has served to learn corresponding technical vocabulary in English. I have seen many kinds of activities in collective sports, like basketball, netball, badminton, Ceilidh dancing, football, fitness etc. In this field, teachers have collaborated in my project, giving me all the needed information, Scottish programs, books, bibliography, advising me when needed with pupils. They made me participate in activities, therefore, pupils considered me as another teacher and not only as an observer.

In respect to implements and material in general, and venues like for changing suits, toilets, gyms, seminar room, storage sport hall... I have to recognize that Scottish authorities invest a lot of money in education: bibs, mats, trampets, balls, sticks, benches, sprinboards, bucks, box-tops, badminton nets, library, records players, computers, videos, toilets.

About my relationship with pupils, I have to emphasize that it was very similar with Spain, since I highly exchanged with them, helping them at all times; some had a good level in Spanish. One day that their teacher was missing, I gave the class, they asked me about my hobbies, my life, my career experience, and if I preferred to teach Spanish or P.E. with them. I was able to communicate a lot with them, but the problem was in understanding their Glasgow speaking “Glasgowegian”, an English dialect, even very difficult to be understood by other Britons.

TIMETABLE.

With regard to my timetable, I have attended 11 Spanish classes and 7 P.E classes.



Monday Tuesday Wednesday Thursday Friday

AH

SP

S2

P.E

S3

S.P

AH

SP

S2

P.E

S5

SP

S1

P.E

AH

SP

S2

PE

S5

SP

AH

SP

AH

SP

S5

SP

S2

P.E

S1

PE

S5

SP

S3

S5

SP

S2

PE

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

Registration: 9.05-9.17

Period 1: 9.17-10.10

Period 2:10.10-11.03

Brake : 11.03-11.18

Period 3: 11.18-12.11

Period 4: 12.11-13.04

Period 5: 1.49-2.42

Period 6: 2.42-3.35

SPANISH TEACHERS:

STEVEN GREEN , P.T

TERESA DALY

LORENA GLEN

P.E TEACHERS

DIANE IRVINE, P.T

EDDIE LEAHY

STEVEN MACDONALD

LYNSAY HAMILTON

PATRIC Mc CLUSKEY

P.E: PHYSICAL EDUCATION

S5-H: HIGHER

AH. ADVANCE HIGHER

SP:SPANISH



SCOTTISH EDUCATION SYSTEM.

The system is very complicated for a Spanish teacher to follow. I learned by asking pupils in my classes, some of them spoke very well Spanish and explained the scheme in a simple way .Of course I am referring to High School rules.

In relation to P.E (Physical Education), the expressive arts encompass the following four subjects: Art and Design, Drama, Music and Physical Education.

Art and Design, Drama, Music and Physical Education may usefully be seen as constituting a generic field in education which places special emphasis on developing creativity, imagination and personal response in individual pupils. However, each subject represents a unique combination of ideas, skills and knowledge and each should, therefore, be regarded as an important element in the curriculum in its own right.

AIMS SPECIFIC TO PHYSICAL EDUCATION

Physical activity is essential to the growth and development of children. Physical education offers opportunities for the development of physical competence, social skills, fitness, and healthy lifestyle.

Physical education should provide all pupils with opportunities:

� To engage in purposeful and enjoyable physical activities.

� To develop physical skills, knowledge and understanding of the concepts involved and the ability to apply these various contexts.

� To develop self-awareness, confidence and co-operative relationships with others and the ability to meet challenges presented in a variety of physical setting.

� To develop life-long positive attitudes to health and fitness;

� To develop critical appreciation of their own performances and those of others.



S1

S2 S3 S4

All subjects are compulsories(15)

I. MATHS,

II. ENGLISH,

III. FRENCH,

IV. SCIENCE,

V. MUSIC

VI. TECN.

VII. ICT, COMPUTER, SCIENCE

VIII. HISTORY

IX. GEOGRAPHY

X. RELIGION,

XI. P.E,

XII. PSE(PERSONAL SOCIAL EDUC.)

XIII. MODERN STUDIES.

XIV. HOME ECONOMICS.

XV. ART

All subjects are compulsories.

I. MATHS,

II. ENGLISH,

III. FRENCH,

IV. SCIENCE,

V. MUSIC

VI. TECN.

VII. ICT. Inform. comp. tec.

VIII. HISTORY

IX. GEOGRAPY

X. RELIGION,

XI. P.E,

XII. PSE(personal social educ.)

XIII. MODERN STUDIES.

XIV. HOME ECONOMIC.

XV. ART

MAT.

ENGLISH,

FRENCH

SCIENCE (1).

Biology

Chemistry

Physics

SOCIAL (1).

History

Modern studies

Geography.

RELIGION

P.E

3 OPTIONAL SUBJECTS.

The same that S3

EXAM: STANDAR GRADE

You can leave school for work or college. If you stay on, you will go on to do Higher or Intermediate exam .



S4

S5 S6

STANDARD GRADE

• Credit Higher Advanced Higher

• general Intermediate 2 Higher

• Foundation Intermediate 1 Intermediate 2

Everyone can do S5

STANDARD GRADE. ENGLISH is compulsory and many pupils choose Mathematics because it’s very important at the university.

1 is compulsory and 4 are optional.

They have to do: Religion and P.E but there is no marks. You can repeat S5.

You can study 3- 4-5 optional subjects.

There is not P.E.

At the university they look at marks of S5-S6.



My Project

With this project, I pretend to introduce English Language like vehicular language in a

Variable Credit of Physical Education: “Traditional and Popular games in Great Britain

and Catalonia.” This credit would be lead to 1st of ESO (S1-S2, from 12 to 13 years)

It is going to have 35 sessions divided into four didactical units plus two power points

about traditional and popular games in Scotland and Catalonia and in the student guide

are included some indoor games because the outside weather is not good. But in fact

my sessions are included in the Teacher’s Guide.

1) Traditional and popular games in Catalonia and Scotland (individual and

collective games-Street games): 22 sessions

2) Introduction to basket, 4 sessions.

3) Introduction to football (soccer): 5 sessions.

4) Introduction to rugby: 4 sessions.

5) Two power points: 2 sessions.

6) Student activities in the classroom: 4 sessions, related to units 1-2-3-4. More

two lessons: Human body and Miscellaneous.

Street games.

Intro.

Basket/

Netball.

Intro.

Football

Intro.

Rugby

Power points

Student

Activities

total

22 4 5 4 2 4+2 43

Of course the main idea could change, above all, because they vary lessons there is

not much content, I sometimes increased the content of the subject.



Due to the fact that the unit 1 is very long, sometimes, I have joined games in different

groups: ball, cord, individual and collective games, fighting games, family model, mixed

group games, team games, bowling.

I thought of this project because it was easy to apply: firstly, it is my own subject and

would not affect anyone else. Secondly, gymnastics are not a language subject and the

project neither changes other timetables nor affects other teacher. Last but not least,

this credit has been carried out by me, although the content only referred to Catalonia.

Apart from this, my view is that this project could help foreign pupils who arrive to the

country, “nouvinguts”. They are enrolled in “aules d’acollida “ and they start to study

with their native language, English, in some cases, can be useful to the teacher who

gets to communicate with these students. In Catalonia we have many pupils who come

from Pakistan, India, Bangladesh, etc. I have worked like a teacher assistant and, in

those cases, if you know their language, they feel safer and confident. I personally am

now able to speak to immigrant children who speak English.

The goals which I want to achieve with pupils are:

1. To know games which were played by parents, grandparents, I mean games of our

ancestors......

2. To try out different games from theirs.

3. To apply these games respecting their rules and using English Language as the

vehicular language.

4. That pupils practise the knowledge acquired in an ordinary English class by trying

to communicate with this language in the real situation of a game, in the playground

or in the gymnasium, where their motivation seems to be higher.

5. To distinguish between traditional and popular concept.

6. To difference between popular and traditional games in Catalonia and Great

Britain.

7. To learn to accept rules of games and working concepts like solidarity, friendship

and respect to the opposition, accepting losing and winning.

8. To assume the necessity to use elementary hygiene measures like having a

shower, changing clothes.

9. To respect and care about our material and equipment.

10. To introduce games related to football, Basketball and Rugby.



With regard to myself:

1. To have the possibility of improving my English fluency.

2. To improve my listening skills and oral expression.

3. To experiment, to observe, to know other teaching methods, other Education

System, and be part of a different Educational Institute from mine

4. To learn other ways of teaching my subject and learn from my workmates in

Scotland. .

5. To know the Education System in Scotland.

6. To enjoy the experience of being and working as a “Spanish Language tutor.”

I have realized that not only it is good that my project is my optional subject but it’s very

useful to other matters, I am learning very much about other activities such as football,

rugby, basketball, gymnastics, badminton which I can carry out in my high school

Goals with regards to my high school, in Catalonia.

1. To achieve that teacher council, the board of manager, the School Board and,

in general, the educative community accepts this project as something very

useful and positive for our pupils because it helps them to improve their English

level.

2. This work could serve to open other similar projects in different subjects and

encourage other teachers who will see this as the way to change the

mainstream if we want to increase the English level.

3. To improve, maintain in contact and increase collaboration of both the English

and P.E. departments.



2. TEACHER’S GUIDE KEY COMPETENCES IN PHYSICAL EDUCATION The personal development and the improvement of the living quality are fundamental objectives of compulsory education. Physical education has a great significance in the development of the competencies related to the care of the body and the health; in addition it impacts the corporal improvement and the fitness and the way that we built our free time by means of the practice of individual and collective sport activities At the end of ESO, the boys and the girls have to understand the profits of the practice of systematic and permanent physical activity and that they will have gained new tools to organize their own practice in an autonomic way. To attain this objective it is essential to link the practice of physical activities to a scale of values, attitudes and rules, to be aware of its influence on health, personal growth, and development in quality of life.

Typical competence of the subject The personal development becomes a vital competence of gymnastics which is attained with work and the care of the body at the same time that we reflect about the meaning and the effects of the physical activity, assuming attitudes and values suitable for the management of the body and the movement behaviour. The contents of the subject intend to give answers to needs that bring towards the personal welfare and promote a healthier life and more quality. The competence of this practice is to promote healthy habits in a regular and continued way; it will contribute to the well being of the body itself, and in the improvement of the self-esteem and the development of the person. The communicative competence is attained with the experimentation of the body and the movement like tools of expression and communication; the expression and communication of feelings and individual and shared emotions through the body, the gesture and the movement and the critical valuation of the expressive and communicative uses of the body. This subject also develops the social competence centred on the interpersonal relationships by means of the acquisition of values like respect, the acceptance or the cooperation that will be transferred to the activity day to day (games, sports, activities in the country, etc.). The possibilities of expression of the body and of the motor activity will promote creativity and the use of the body languages to transmit feelings and emotions that humanize the personal contact.



Contributions of the subject to the basic competenc es Gymnastics contributes to the development of the basic competences essentially in that of the knowledge and interaction with the world, through the interaction of the body itself and the determinate space, the knowledge, the practice and the valuation of the physical activity to preserve health. Also the social and civic competence, since it helps learning to live together, to accept the rules for the collective functioning, participation and respect towards differences and to know the possibilities of their own and foreign limitations. The recognition and the appreciation of the cultural events specific to the human movement collaborate with the cultural and artistic competence. The communicative exchanges and the critical valuation of the messages and stereotypes related to the body originated by the means of information and communication, contribute to the development of the communicative competence and to the treatment of the information and digital competence With this knowledge each and everyone has their own possibilities for self-improvement, persistent and positive attitude for the individual and collective organization will contribute to the competence of learning to learn and in the autonomy and personal initiative. STRUCTURE OF THE CONTENTS The contents of physical education of each course are organised in four parts: fitness and health, games and sports, corporal expression and activities in the medium nature. The structure of the contents reflects each one of the axes that give sense to physical education in the Secondary School: the development of the cognitive capacities, physical, emotional and relational related to movement, the acquisition of social and cultural behaviour of the movement, the education in the values and the education for the health. The games and the sports present as a means of work, so much for the improvement of the physical condition and the development of the interpersonal relations and for the knowledge of kinds of the physical activity for competition, recreation and time of leisure. In these practices is fundamental the assessment and respect for the material and the equipment. The activities in the nature have to be also a tool for the assessment of the natural medium and to promote the respect and the conservation. In the activities we shouldn’t worry about achievement in concrete results in physical tests. We have to appreciate the improvement and individual effort and the active cooperation with the group.



THE AIMS The subject of physical education in ESO has as an objective, the development of the next capacities:

1. To know the aspects that define a healthy activity and the profits that this physical activity has for the individual and collective health.

2. To appreciate the ordinary practice of physical activity as a means of

improvement of the health and of the living quality.

3. To realise physical activities directed to the improvement of the efficiencies and the wealth of movement and the improvement of fitness to answer in front of different situations.

4. To manifest autonomy in the organization and planning of physical activity,

consolidated like a habit of healthy life.

5. To know the main rules of security and preventive measure and act with respect and care in our surrounding in the activities in the natural medium.

6. To practise different physical activities, sporting and recreational, in competition

and in the time of leisure for the improvement of the physical condition.

7. To use the body as a tool of communication, expression and creation.

8. To appreciate the individual capacities, accept the individual differences and promote the desire of personal improvement.

9. To show skills and attitudes of respect, work in team in activities, games and

sports, independently of the cultural or social differences, and skills.

10. To adopt an attitude for the treatment of the body, for physical activity and sport in the current society and appreciate the positive aspects

FIRST COURSE-ESO CONTENTS Physical Condition and health.

• Identification of the parts of one physical practice: warm up, physical activity and exercises of high intensity, cool down.

• Realization of appropriated exercises for warm up. • Characteristics of the physical condition and of the physical qualities • Realization of games for the improvement of the physical condition. • Attention to the hygiene after doing physical activity. • Practice of suitable corporal positions for the physical activities and the ordinary

life. • Practice of exercises for improving the muscular tone and corporal posture.



• Control of breath and awareness of the body in relaxation

Games and sports

• Application of the motor skills in the individual and collective sports. • Execution of games for the understanding of the phases of the collective game

attack and defence. • Realization of activities and games for the learning of individual sports. • Acceptance of the individual level and improvement. • Respect and acceptance of the rules of the games and of the sports practiced. • Valuation of the individual and collective sport like social and cultural

phenomenon. • Valuation of the sporting activities like a form of improving the health.

Body expression

• Identification of the body gestures: posture, movement. Application of the body consciousness |in the expressive activities.

• Experimentation of expressive activities to favour positive dynamic of the group • Favourable disposition to lose inhibition in the activities of body expression. • Realization of physical activities in the natural environment • Acceptance and respect to the rules of conservation of the urban and natural

environment.

Connections with sciences of the nature: Respect of the rules for the conservation of the environment. With oral language, interaction in games and sports. ASSESSMENT • Identification of the parts of a session of physical activity and the goal of each one • Knowing the meaning of the physical conditions and recognition of the physical

qualities as a way of improvement. • Increasing the individual level of physical condition for improving the own health. • Improving the execution of the basic technical aspects of an individual sport,

accepting the attained level. • Improving the technical and tactical execution of a collective sport using techniques

like mime, gesture, drama and more. Showing how to lose shyness in the activities of body expression.

• Showing skill and respect for the realization of activities in natural environment. • Showing healthy hygiene and postural habits related with the physical activity and

daily life.



T RADITIONAL AND P OP ULAR GAMES IN GREAT BRIT AIN

(SCOT LAND), AND CATALONIA

DESCRIPTION OF GAMES

MAKING HYPOTHESIS

EXPRESSING CAUSES AND

EFFECTS

ASKING AND ANSWERING

DOUBTS

PROTECTED TRADITIONS OF OUR CULTURE

COMMUNICATION

CULTURE

CONTENT

COGNITION

RULES OF THE GAME

GIVING AND FOLLOWING

INSTRUCTIONSIN GAMES

COMPARING RESULTS.

RELATION BETWEEN TRADITIONAL

GAMES AND OUR TERRITORY

UNDERSTANDING DIFFERENCES

WHAT HAPPENS IF WE CHANGE A

RULE?

WE RESPECT OUR

COMPANYONS AND THE RULES

CAN WE INVENT A GAME WITH AN SPECIFICAL

TOOL.?

Glasses

SHOWING RESPECT

TOWARDS NATURE WHERE

WE PLAY

UNDERSTANGIG INSTRUCCIONS.

EXPRESSING FEELING

VOCABULARY GAME RELATED

TO GAMES.

NAME OF GAMES.

INTRODUCTION AL BASKET , AL

FUTBOL, AL RUGBY GAMES

SHORT HISTORY OF TEAM

GAMES SHOWN FUTBOL,

RUGBY AND

TAKE RESPONSABILIT

Y FOR YOUR ACTIONS

TIDY UP AND LEAVE THE

CLASSROOM OR THE PITCH IN

ORDERLY FASHION

NOTE: this diagram can be seen in the supplementary material.

TRADITIONAL GAMES AND SPORT Before starting to explain the games and how they are played, it would be interesting to differentiate between games and sport. In a simple way a traditional game is played from long times ago, with simple rules and sports are codified and they have a very short life. In many occasions traditional games are the origin of popular games, with more rules and with the support of world community. In my mind, a sport involves physical efforts and skills, while most games involve a combination of luck and skill. The line between them is definitely fuzzy. Is golf a game or a sport? There is physical activity involved that goes well beyond a simple deal or roll of dice, so I would classify it as a sport. Some consider sports to be a sub-set of games, i.e., all sports are games, but not all. Dictionary.com defines sport as "physical activity that is governed by a set of rules or customs and often engaged in competitiveness." Webster's defines sports and games as the same, games are sports:

“A game is a structured activity, usually undertaken for enjoyment and sometimes used as an educational tool. Games are distinct from work, which is usually carried out for remuneration, and from art, which is more concerned with the expression of ideas. However, the distinction is not clear-cut, and many games are also considered to be work (such as professional players of spectator sports/games) or art (such as jigsaw puzzles or games involving an artistic layout such as Mah-jongg solitaire).



Key components of games are goals, rules, challenge, and interaction. Games generally involve mental or physical stimulation, and often both. Many games help develop practical skills, serve as a form of exercise, or otherwise perform an educational, simulation or psychological role. The requirement for player interaction puts activities such as jigsaw puzzles and solitaire "games" into the category of puzzles rather than games.

Attested as early as 2600 BC, games are a universal part of human experience and present in all cultures. The Royal Game of Ur, Senet and Mancala are some of the oldest known games.” (wipedia)

DEFINITION OF SPORT: 1) Physical activity that is governed by a set of rules or customs and often engaged in

competitiveness. 2) A particular form of activity. 3) An activity involving physical exertion and skill that is governed by a set of rules or

customs and often undertaken competitively. 4) An active pastime; recreation. DEFINITION OF GAME:

1) An activity providing entertainment or amusement; a pastime: party games; word games.

2)

a) A competitive activity or sport in which players contend with each other A competitive activity or sport in which players contend with each other according to a set of rules: the game of basketball; The game of gin rummy.

b) A single instance of such an activity: we lost the first game. c) An organized athletic program or contest: track-and-field games; part of winter

games. [like the Olympics] d) A period of competition or challenge e) According to a set of rules: the game of basketball; The game of gin rummy. f) A single instance of such an activity: we lost the first game. g) An organized athletic program or contest: track-and-field games; part of winter

games. [like the Olympics] h) A period of competition or challenge



LESSON PLANS :

POPULAR AND TRADITIONAL GAMES IN BRITAIN AND CATALONIA . Topic: UNIT 1: Traditional and popular games in Britain and Catalonia: different and common points.

KEY SKILLS : Pupils will able to

� Understand simple rules. � Speak in front of their classmates in

English. � Play in planned games. � Invent other games

Subject : physical education.

Level : 1er ESO

Timing: Sessions 1-2-3-4-5 5 hours.

TRANSFERABLE SKILL : Communicative skill : Pupils will be able …

• To ask and answer questions, and to select and record information relevant to the focus enquiry.

• To select from their knowledge and communicate in a variety of ways (e.g. talking, writing and playing with signs)

Methodological skill : Pupils will be able … • To develop strategies to understand the

contents, taking into account that it is the first time they learn a subject using English as a learning language.

• To work in a individual and collective way.

• To organise themselves. • To warm up without the teachers’ help.

Personal skill : Pupils will be able …

• To apply previous knowledge and skills in games.

• To tidy up and leave the classroom or the pitch in orderly fashion

• Follow rules and laws. • Be compassionate • To respect the property of others. • Take responsibility for your actions.

Aims :

� To understand and explain how each game is played, and the main concepts.

� To value the importance that these kind of games have within our own culture.



TEACHING OBJECTIVES

LEARNING OUTCOMES

A.CONTENT A.CONTENT

COMMUNICATION CULTURE/CITIZENSHIP

-To introduce new games like: Tossing with coins, Tig, Levoy, Chain Tig, Tick-Tack, Hospital Tig, Tunnel Tig, Mr Wolf, The Hound and Hares, Red Rover, Barley. -To understand how these games are played. -To introduce a new vocabulary. -To explain the origin of many modern games.

Pupils will be able to … -Understand and memorise key vocabulary used in each game(tossing, tagged, catcher, den, scattered, chaser, guard, flushing, astride, run off) -

B.COGNITION -To offer opportunities to pupils to : -apply new understood concepts -Synthesise knowledge (by describing games.) -create new games, with new rules. -practise the game

B.COGNITION Pupils will be able to … -Apply memorised key vocabulary in different contexts. -Create news games. -Understand rules , -Experiment and apply other games.

� Language of learning :

game(tossing, tagged , catcher, den, scattered, chaser, guard, flushing , astride, run off � Language for

learning -present simple and imperative: Complete, Identify, relate, link, fill in , match, locate, draw, read, answer, describe, look at, spread. Have to, shut up, hand to hand, touch, tag, In groups, divide, chase, touch. -Relative: who, which, where… -Can, Could. -why. How many times, players… -Conditionals: If you observe… � Language

through learning.

-Language to carry out the tasks -Language which appears spontaneous.

Pupils will be able to…. -See that some games are part of a universal culture. -Compare games of Scotland with Catalan games. -Learn other cultures, other customs, other habits. -Practise according to fair play. -Be aware of English as a learning language. -Appreciate that these kind of games are a part of our culture and we have to collaborate to protect them. -Appreciate the importance of hygiene: shower. To respect resources. -Compare that respecting rules in games is like respecting rules of coexistence in our society. -Know the values of non-discrimination to sex, race, religion, language. - tidy up and leave the classroom or the pitch in orderly fashion -Follow rules and laws. Be compassionate - Respect the property of others. -Take responsibility for your actions.

ASSESSMENT CRITERIA: Pupils should be able to remember to describe each game

with its rules. Every one explains one of them and the others play, applying rules.



LESSONS UNIT 1 LESSON :1 1er ESO

CHILDREN’S GAMES STREET GAMES

AIMS: • To learn to play : TIG, LEVOY AND CHAIN TIG.( CHASING GAMES) • To accept the rules of different traditional and popular games in Catalonia and

Britain. • To respect the material and take care of it as well as to help the teacher to

collect it. • To have a shower after each class or change your T-shirt. • Differentiate between popular and traditional games. • To look for and to know games of Catalonia and Britain and to see if there are

similarities. WARM UP

• Tossing a Coin A coin is tossed by one player and the other shouts out either “heads” or “tails”. If the other player calls correctly, the winner can decide whether or not he wishes to start, or whether he wishes to make his opponent start. This is still the most common way to start a football or rugby match. However, be very careful not to agree to some trickery like, “Heads I win, tail you lose”.

MAIN PART

• Tig One person is chosen and becomes IT. She has to chase the others, who all run away from her. When she touches or tags someone she, the chaser shouts out, Tag you are IT, then the person who has been tagged becomes the chaser. In order to save any confusion, the person who has just been tagged should shout, “I’m IT”, or “I’m he” so that the others are certain as to who is about to chase them, otherwise it really can be confusing in a cramped and noisy playground • Levoy Choose someone to be a catcher, or choose two catchers if more than six people are playing. The catcher/the catchers start from the den, a circle chalked on the ground, or a certain agreed area into which all of those captured will be escorted and held in custody. Everyone scatters out and the catchers leave the den to try to catch them. As each runner is caught usually by physically holding them for a count of three, or sometimes by the head and into the den. However, the sport is that an “outie”, (that is someone who is still free), can sneak up and rush into the den shouting, !Levoy all free” “Ha la levoy” or something similar, so that all of those held prisoners in the den are released and allowed to run free again. The game ends when all of the outies have been captured. • Chain Tig A chaser is chosen and once someone has been caught they hold hands. The chase begins again, and continues until a long chain of children is formed. Only those at each end of the chain are allowed to tag and so catch those being chased. No one can be caught when there is a break in the chain. It can be great fun with many children in the chain chasing only the few that remain free and because the



middle part of the chain is not allowed to catch them, they can escape under the arms of those in the middle; remember it is only those at the ends of the chain that are allowed to tag someone.

COOL DOWN

• We speak about formers games and if there is any word that it is necessary to explain.

• Do they look like any games in Catalonia? • Has everyone respected the rules?

MATERIAL: some handkerchief ASSESMENT

• Degree of participation • If they have respected the rules.

VOCABULARY Language of learning Tossing-llençar Shout out-cridar

Chase-perseguir Tagged-tocat Cramped-obstaculitzar Catcher-agafar

Den-casa Scatter-repartirts per l’espai.

OBSERVATIONS: We can modify rules if we see that the game doesn’t work, and we can ask them to develop other variations. We explain all the lessons with the help of a blackboard.



UNIT 1 LESSON :2 1er ESO

CHILDREN’S GAMES STREET GAMES

AIMS: • To play to Tick-tack, Hospital Tig and de Tunnel Tig • To learn the time. To accept the rules of different traditional and popular games

in Catalonia and Britain. • To respect the material and take care of it as well as to help the teacher to

collect it. • To have a shower after each class or change the T-shirt. • Differentiate between popular and traditional games. • To look for and to know games of Catalonia and Britain and to see if there are

any similarities. WARM UP

• Tick-tack The two opponents or team´s captains, move apart by several paces then either one of them shouts, “Tick-Tack” to signal that they turn around and walk in a straight line toward one another, heel hard in front of toe. They each take steps until finally the one who ends up with no room to “heel-toe” without touching their opponent’s foot is the loser. The other player therefore becomes IT , It is customary for one person to shout “Tick” and the other “Tack” with every step that they each take. In some schools it’s the one who finally steps on their opponent’s toes that is the “winner” and the other person becomes IT. MAIN PART

• Hospital Tig

Chose someone to be a catcher, the rest then run away. When someone gets caught he has to hold on the part of the body on which he was tagged when he becomes the chases. This can be on the head, leg, foot or any other part of the body. It can be hilarious for those watching a chaser struggling with such an impediment. For example, if you have been touched on the foot you have to hop after the others while holding on to that foot. This game is better played in a reasonably confined space such as a very large room in an alcove in the playground. This will give the chasers a better chance of catching someone by tagging them anywhere, but it is also trying to touch them in a particular spot which will be amusing for his friends

• The tunnel Tig Depending on the number of participants, two to four people are chosen to be the “chaser and guards” and the rest become the “runners”. When someone is tagged they must stand up against a particular wall with one arm outstretched, so that when several runners have been caught, they form an imaginary tunnel. The runners who are still free try to run underneath the outstretched arms of those that have been caught and shout “You are free”, so that they can escape and run away again. It is therefore tactical for the chasers to have at least one guard near the tunnel to try to prevent people from being freed. Runners might go close enough to a guard to tempt that guard out of position (by chasing them), so that another runner can slip past and set someone free again. It is customary for those who have been caught to try to make the



tunnel as long as possible so that the tunnel is more difficult for the chasers to guard. Variations: Both arms are held against the wall or a leg is propped against the wall. If there is no suitable wall available, this game is called underground Tig, or Scarecrow Tig. When you are tagged you stay in the spot where you were caught and stand with your legs astride. You can be freed again if one of your side dashes over and jumps through your legs. In Central Edinburgh, where playground space is tight a version called Toilet Tig is played. When tagged, you hold your arm up in the air as if holding the handle at the end of a toilet chain. You can be freed when someone from your side pulls down your arms as if flushing the toilet. COOL DOWN To speak about our activities. Which game did you like more? Why? Which game didn’t you like? MATERIAL: handkerchiefs ASSESMENT:


VOCABULARY Language of learning Toe-taló Chaser-perseguidor Guard-guardià Scarecrow-espantaocell

Jouk-passar Flushing-tirar de la cadena Astride-cames obertes

OBSERVATIONS: We can modify rules if we see that the game doesn’t work, and we can ask them other possibilities. We can use a blackboard to help them when describing games.




CHILDREN’S GAMES. STREET GAMES

AIMS: • To play Mr Wolf. • To learn the time. • To accept the rules of different traditional and popular games in Catalonia and

Britain. • To respect the material and take care of it as well as to help the teacher to

collect it. • To have a shower after each class or change your shirt. • Differentiate between popular and traditional games. • To look for and to know games of Catalonia and Britain and to see if there are

any similarities. WARM UP We explain the time, before starting the game. And we explain the game in a blackboard. MAIN PART

• Mr Wolf

Someone is chosen to be Mr Wolf. Pick a home, den or any safe place where the wolf cannot harm the rest of the group, for instance a large circle chalked on the ground or any line that the wolf is not allowed to cross. Mr Wolf starts walking away from the den with the other players following and calling out: What’s the time, Mr Wolf? Mr Wolf does not turn round but instead keeps on walking and in a very gruff voice and replies: half past two, or any time that he can think of. The players keep asking and the wolf keeps replying, all the time luring them further and further away from de den until suddenly the wolf replies, DINNER TIME. The wolves spins round and chases them as they scream and shout in mock panic and rush back to the safety of the den. If Mr Wolf catches anyone before they reach the den, then, he will be Mr Wolf for the next game.

• The hound and Hares

One player from the group is chosen to be IT, or the hound that starts the game off. The remaining players are all hares. All but one of the hares spread out and lay a jersey or blazer on the ground to mark areas (forms), where they will be safe. The hares squat down by these bases; the hare without a form stands fairly close to the hound. The hound shouts, “go hare; go! And the loose hare runs off with the hound in pursuit. If the loose hare gets tired of being chased and tags one of the other hares, he can take over the safety of the form and the tagged hare has to run off or risk being caught by the hound. If the hound tags this new loose hare they swap places, so that the hare becomes too exhausted or wants to play something else. This is a particularly fast moving chasing game.

COOL DOWN We can observe a clock in the sand and change hours, in order to see if they understand.



MATERIAL: chalk, handkerchiefs ASSESMENT

• Degree of participation • If they have respected the rules. • If they read the time in a watch in English.

VOCABULARY Language of Learning. Clock: rellotge Hound: gos Hares. llebre Loose: lliure Den: Guarida

Luring: animar Suite: joc Pick: triar,seleccionar Spread: Desplegar Run off: Fugir.

OBSERVATIONS: We can modify rules if we see that the game doesn’t work, and we can ask them other possibilities. At the beginning of the lesson we explain the game with a blackboard. We also enquire about any special word.




CHILDREN GAMES. STREET GAMES

AIMS: • To know the rules of the game: Red Rover • To increase the vocabulary • To work our basic skills. • To accept the rules of different traditional and popular games in Catalonia

and Britain. • To respect the material and take care of it as well as to help the teacher

collect it. • To have a shower after each class or change of T-shirt. • Differentiate between popular and traditional games. • To look for and to know games of Catalonia and Britain and to see if there

are any similarities. WARM UP We have to read the game and underline unknown words. We can help us with a blackboard.

• Jumps: AKA: jumpies Similar to tick-tack but this time the opponents jump towards each other with their feet together, taking turn. Whoever can manage a jump that lands on his opponents’ feet wins and becomes IT

MAIN PART

• Red Rover Two captains are elected and they each pick the players’ turn for their teams. A team size is about four to six players on each side is ideal, although it is possible to play with larger groups. One of the teams elects to go first. The teams with hands joined form two chains along in opposite lines. (It should be remembered that this was originally a street game played from one pavement to another so the lines should not be too far apart). The starting team goes into a very serious whispered conversation about who they should choose and when decided they chant” Red Rover, Red Rover, we want Jill over”, normally choosing the weakest in the opposite team. Jill’s team chants, “break it, break it, break it! As Jill comes running over and charges at the opposite chain. Jill uses her speed and weight to try and break open one of the links in the chain by forcing their hands apart and if she is successful in breaking through the chain, she goes back to re-join her own team, but if she fails, she has to join the other team. When it is Jill’s team turn again, they have two options: they can call as before, “Red Rover...” and challenge one of the players from the opposition, or if they would rather have Jill back, they can chant, “tick, tack, tick, tack, we want Jill back” to which the other team chants, “don`t break it, don’t break it, don’t break it, DON’T BREAK IT”. Jill has to try to get through her original chain without breaking it, perhaps with a sudden jump under a gap in the chain. If she does get by, she rejoins her original team. The game is over when only one person is left on the other side or, if you are playing at school, the winning side is the one with the most players in the team when the bell goes.



COOL DOWN • We ask about vocabulary and we can ask them to explain one of the games

with the help of blackboard and chalk or they can also draw in the sand.

MATERIAL: handkerchief ASSESMENT


VOCABULARY Learning of Learning Jouk-passar Pick-lligar Assemble-unir Whispered-susurrar

Gap. Forat Break-trencar Get through-passar

OBSERVATIONS: We can modify rules if we see that the game doesn’t work, and we can ask them for other possibilities We will help ourselves with a blackboard to explain it.





AIMS: • To learn the game of Barley and Hoist the flag. • To improve our English vocabulary • Improve our basic skills • To accept the rules of different traditional and popular games in Catalonia and

Britain. • To respect the material and take care of it as well as to help to teacher to

collect it. • To have a shower after each class or change of T-shirt. • Differentiate between popular and traditional games. • To look for and to know games of Catalonia and Britain and to see if there are

other similarities. WARM UP We read the games and we help with a whiteboard and a tip-pen

MAIN PART

• Bar the Door AKA: Barley Door, Joukie, Dodgie, Burrie, Barley

This is another fast moving game in which the skills of jinking together with a little bit of pace combine to help you succeed. Someone is chosen as the catcher to stand in the middle between two lines such as opposite sides of a pitch. (If there are no lines, you can run between two dens instead.) The catcher calls out a player’s name and that person has to try and jink past the catcher to reach the other side. The players at the line or den will chant “Get caught, get caught, get caught”. If he reaches the other line without being tagged he shouts, “Ba the door” (or barley door), which is the cue for all the others to rush to the same side, being careful not to be tagged by the catcher of course. Those caught also become catcher so that the number of catchers increases and it becomes more and more difficult to cross over safely, especially as the catchers close in on their target, with very loud chants of , “10,9,8,7,6,5,4,3,2,1,zero! In the hope that this will panic them into being caught. Very often everyone joins in this chant. The person who was caught last claims the right to call out someone and in the version called Barley, the person who is caught must say “Barley, one, two, three” before he is allowed to choose someone to run after him. It would not be the same at all without all these little rituals which have to be performed. The whole process is repeated time and time again until the last person to remain free is the winner and becomes IT for the next game.

• Hoist the flag

Two teams of equal number are chosen. The chasing team place their heads against the wall and count up to one hundred in tens, as in Hide and Seek. On reaching one hundred they all turn round and join hands to form a chain and chant. “Cock-a-learie Henry Dicksie One, two, three In the morning. The chase begins with the chasers obliged to keep their hands joined at all times.



Anyone caught is put in a pre-arranged den. Those being chased move out to the sides and try to encourage the chain to split because, if the chain is broken, then all of those captured in the den are freed. Another way to free the captives in the den is for someone who is free to run into the den and yell out, “Hoist the flag”, which is the signal for the prisoners to escape. This game works best if it is played in a confined area, ideally in a large alcove with a baking wall and two side walls. The den can then be in the alcove and more easily guarded. COOL DOWN

• Do we know other similar games in Catalonia? • Can we introduce any variation?

MATERIAL: handkerchief ASSESMENT

• Degree of participation • If they have respected the rules

VOCABULARY Language of learning Catcher-perseguidor Pitch-pista Jink pass- creuar Target-objectiu Hide and seek-amagatall Dogg-driblar



POPULAR AND TRADITIONAL GAMES IN BRITAIN AND CATALONIA Topic: UNIT 1: Traditional and popular games in Britain and Catalonia: difference and common points.

KEY SKILLS : Pupils will able to � Understand simple rules. � Speak in front of their classmates in English. � Play in planned games. � To invent other games.


Level : 1er ESO

Timing: Sessions 6-7-8-9-10 5 Hours



• To select from their knowledge and communicate it in a variety of ways (e.g.: talking, writing, representing with sign…)

Methodological skill : Pupils will be able …

• To develop strategies to understand the contents, taking into account it’s the first time they learn a subject using English as a learning language.

• To work in an individual and collective way.

• To organise themselves. • To warm up without the teachers help. • To look for and know games of Catalonia

and Britain and to see if there are some similarities.

• Understand the importance of “calm down”,


• To apply previous knowledge and skills in each game.

• To play in group collaborating and opposing


• Follow rules and laws. • Be compassionate • To Respect the property of others. • Take responsibility for your actions.

AIMS :

� To understand and explain how each game is played, and the main concepts. � To use other topics to organize their games: animals, colour, number… � To value the importance that these kind of games has about their own culture



TEACHING OBJECTIVES

LEARNING OUTCOMES

A.CONTENT A.CONTENT

COMUNICATION CULTURE/CITIZENSHIP

-To introduce new games like: British Bulldog, Boatman, the telephone, Kiss, the train, the beat clock. Follow me, Cat and Mouse, Alibi, marbles games. Different kind of Hopscotch -To understand how these games are played. -To introduce a new vocabulary. -To explain the origin of many actual games.

Pupils will be able to … -Understand and memorise key vocabulary used in each game(Assemble, Boundary, Dragged, toss a coin, boatman, fleck-tack, draw, cuddle, Bum, numbers, clapping, find out, scrape, plunk, drop, scooped, Scratched. pitch, pever, hop, astride, catcher, den, scattered, chaser, guard, flushing, astride, run off

B.COGNITION To offer opportunities to pupils to : -apply new understood concepts -Synthesize knowledge (by describing games.) --create new games, with new rules. -practice the game.



Games (Assemble, Boundary, Dragged, toss a coin, boatman, fleck-taca, draw, cuddle, Bum, numbers, clapping, find out, scrape, plunk, drop, scooped, Scratched. pitch, pever, hop, astride, catcher, den, scattered, chaser, guard, flushing, astride, run off � Language for

learning -present simple and imperative: Complete, Identify, relate, link, fill in, match, locate, draw, read, answer, describe, look at, and spread. Have to, shut up, hand to hand, touch, tag, In groups, divide, chase, touch. -Relative: who, which, where… -Can, Could. -why. How many times, players… -Conditionals: If you observe… -There is , there are. � Language

through learning.

-Language to carry out the tasks -Language which appear spontaneously in conversations between them and me

Pupils will be able to…. -See that some games are parts of a universal culture. -Compare games of Scotland with Catalan games. -Know the other culture, other people, -Practise according to fair play. -Appreciate better English as a learning language. -Valuate that this kind of game is a part of our culture. -Tidy up and leave the classroom or the pitch in orderly fashion -Follow rules and laws. -Be compassionate -Respect the property of others. -Take responsibility for your actions. ct them

ASSESSMENT CRITERIA : Pupils should be able to remember of describing each game with its rules. Every one explains one of them and the others play, applying rules.





• AIMS: • To learn the game of British Bulldog and Boatman • To improve our English vocabulary. • To learn names of animals and review colours • To accept the rules of different traditional and popular games in Catalonia and

Britain. • To respect the material and take care of it as well as to help to teacher to collect

it. • To have a shower after each class and change (put on) of T-shirt. • Differentiate between popular and traditional games. • To look for and to know games of Catalonia and Britain and to see if there are

other similarities. WARM UP We can explain some animals: cats, dog, horse, sheep, wolf. We can help with flashcards or drawing in the whiteboard. Everyone tries to imitate some of them, and the rest of pupils try to guess. Everyone chooses a colour and in a circle they are saying their shapes , sizes, colours in order, every time it is more complicated because they have to say his/her colour and the colleagues’ one. MAIN PART

• British Bulldog One person is chosen to be the “Bulldog” (the catcher) before the start of the game. Everyone else assembles on one side of a pitch or at a playground wall, and when the Bulldog shouts”British Bulldogs” they all have to run to the other side of the pitch or a certain line without being caught. Just to make sure that everyone is paying attention, the Bulldog will occasionally do something silly like “French Poodles” in which case everyone stays where they are. To catch someone they must be physically restrained and lifted up of the ground to the count “One, two, three, British Bulldogs”. Other methods of catching include being “head and tailed, tapped three times on the back, or dragged to a boundary. Unless the catching procedure is fully enacted you can struggle free and escape. It is customary to start off by trying to catch the smaller players first as they are easier to hold and will help you catch the bigger ones later on.

• The boatman

AKA: Mr Farmer, Someone is chosen as the Boatman and stands in between the sides of a pitch, or two chosen lines. Everyone else stands along one line and chants: Boatman, boatman, may we cross the river’ and the boatman replies, “you can’t cross the river, unless you’re wearing red; or whatever colour the boatman choose). Those who are wearing red show what they are wearing and are allowed to cross safely. Even a tiny bit of colour in a jersey will do! Sometimes the boatman will have a bit of fun and delay the proceedings by saying in a deep voice, “the river’s far too fast and you´ll DROWN” The boatman keeps calling out different colours until all but one



has been eliminated from the game. If you do not have the colour you are out. Variation: Another version allows those wearing the colour to cross safely but those who are not, are given a second chance and have to try to jink past the boatman in the middle and become another catcher, so as the game progresses it becomes more and more difficult to cross the river. The best chance of winning is to be wearing lots of different colours. The word “Boatman “in the chant may be changed to Mr Farmer, Crocodile, or whatever the players decide. COOL DOWN We can play telephone, using names of animals and sentences invented like: “the dog is keeping the sheep in the country and in the country it was raining”. We can choose some sentences, and we explain them after in group. ”The sentences can be written by the group, and everyone starts the game once. After we can correct sentences on the blackboard. MATERIAL: Handkerchiefs ASSESMENT

• Degree of skills: to run, to jump, dribbling • Degree of participation. • If they have respected the rules. • Have they learnt the names of animals and colours?

VOCABULARY Language of learning Catcher-perseguidor Assemble-reuneix Boundary-límit

Dragged-passar els límits Toss a coin-llençar una moneda. Restrained-parar , impedir. Boatman-barquer Fleck-taca, una mica del color Drown-ofegar-se





AIMS: • To learn to play to traditional and popular games: Kiss, The train, Beat clock,

the handkerchief, dodge ball, to kill. • To consolidate the use of numbers, to encourage team work. Or we can work

the time. • To accept the rules of different traditional and popular games in Catalonia and

Britain. • To have a shower after each class • To respect the material and take care of it as well as to help to teacher to collect

it. • Differentiate between popular and traditional games. • To look for and to know games of Catalonia and Britain and to see if there are


• Kiss, Cuddle and Torture AKA: kissie, kissie, Catchy

This game normally starts off with girls versus boys. One team chases and when someone is caught the tagger will ask them, “kiss, cuddle or torture? The person caught will have to make a choice. If the tagger is someone they like, they can choose “kiss” or “cuddle” which means exactly what they say. But “torture” can mean many things, like a kick on the bum, telling a personal secret, or even pulling the person’s hair (not too hard!) and shouting “Ding dong” Anyone caught has to join the chasing team until everyone is caught or the school bell rings.

• The handkerchief.

We divide the class in two teams, each team occupy a side and everyone with a number. In the middle another pupil with a handkerchief shouts a number. These numbers run and try to take it and come back home. The one who doesn’t catch it is out. They can’t pass the middle line until the other takes it. Variation We can change numbers, from 1 to 100. We can eliminate or not, it depends on what the children want.

MAIN PART. • Dodge ball

There are four balls, and all the group is scattered throughout the gym. When the teacher shouts “now”, those who have the ball have to hit the others with the ball, if someone takes the ball and it is not bounced on the grown, the shooter is out. They can only throw the ball under the waist.



• To kill We divide the class in two teams. Each team try to catch the ball and kill someone in the opposite team. If he is killed, he takes the ball and goes to cemetery; he has the opportunity of saving himself if he hits one of them, then he will come back to his field. Players who are in the cemetery and the others can pass the ball. The team who eliminates the other one is the winner. Variation: All players are in the playground and one throws the ball, the one who takes the ball tries to hit the other player, they only can hit under the waist, if the ball is caught by the other player, whoever threw the ball is out. COOL DOWN

• Beat the clock

What to do: Prepare cards for each pupil. Each card should be halved, the top half bearing a number, and the other half a multiplication or a sum. The top number being the answer of another child's card. Here is an example:

64 and 3 x 9

27 and 9 x 5

One pupil begins reading out his sum in English; the pupil who has the answer on his card then replies in English and says his sum. The game continues until everyone has used his card. The child who began the game also finishes with the answer at the top of his card. The idea is to time the class who is completing the round. In future games they have to try to beat the time set, hence the name of the game, 'Beat the clock’.

This game can be adapted to include any range of numbers and calculations or target language.

MATERIAL: We have to made cards with number to play to Beat the clock, paper and scissors. ASSESMENT

• Degree of skills: to run, to jump, dribbling • Degree of participation. • If they have respected the rules. • How do they pronounce numbers and signs?

VOCABULARY Language of learning Cuddle-abraçada Bum-cul Handkerchief-mocador. We can work numbers and time.





AIMS: • To learn to play traditional games: Follow me, Cat and Mouse • To consolidate physical description vocabulary. Parts of the body. • To compare our games with traditional games in Catalonia. • To accept the rules of different traditional and popular games in Catalonia and

Britain. • To respect the material and take care of it as well as to help the teacher collect

it. • To have a shower after each class or change of T-shirt. • Differentiate between popular and traditional games. • To look for and to know games of Catalonia and Britain and to see if there are


• Follow Me!! Choose who is “IT”. Take the other children to another place where IT can't see them. Then the rest sit in a circle. Choose another person. Then you can call the person IT back again. The person which you chose before IT came back, has to do different actions e.g. clapping hands and the rest of them have to follow him. The person who is IT has to guess the person who is starting the actions. If he guesses the person who started the actions, that person becomes IT Variations The pupil who has decided on one move can change it by indicating to another pupil that he is going to do so. The pupils always have to do the same as the other.

MAIN PART

• Cat and Mouse:

Children make a circle. One child is the mouse and is chased by another nominated child who is the cat. All the other children in the game remain standing still. At any time, the mouse can tap another child on the shoulder who then becomes the new mouse. The cat may also do the same should he feel tired. If the mouse is caught, the children swap roles. The new cat is not allowed to catch the new mouse within the first 3 seconds. The children who are standing still are acting as obstacles for the cat. They may not however hold the cat or the mouse back.

• The bomb: Description: First, you need a ball, any kind of ball. Then everyone counts down from 10. You must start throwing the ball around 10. The last person who holds the ball, or touches the ball has to lose an arm or a leg which means that he cannot use that arm or leg to catch and throw the ball.



COOL DOWN

• Alibi

One pupil is asked to leave the classroom. The rest of the class should decide who committed a crime. The missing pupil is then being asked to return and ask questions in order to find out who the perpetrator is. The questions could take the form of the person's hair, eye colour, or clothes. It could be extended to their hobbies and number of siblings if appropriated. Agree on a number of questions or time in which to guess before starting the game again.

MATERIAL: Each pupil has to have prepared a question about a colour of clothes, physical aspect, body, hair, eyes. ASSESMENT

• Degree of skills: to run, to jump, dribbling • Degree of participation. • If they have respected the rules. • How they have asked the questions.

VOCABULARY Language of Learning Clapping-picar de mans Find out-esbrinar Siblings-germans





AIMS: • We go to work with marbles. • To accept the rules of different traditional and popular games in Catalonia

and Britain. • To respect the material and take care of it as well as to help the teacher

collect it. • To have a shower after each class • Differentiate between popular and traditional games. • To look for and to know games of Catalonia and Britain and to see if there

are any similarities. WARM UP

• Deciding the order of Play a “nose drop” with the players standing along a line. The players hold the marble under their noses and allow it to drop on to the ground. The person who gets his marble nearest to the line starts, the next marble nearest it is second and so on. The “nose drop” is a serious matter and this is how the games are started at Tinsley Green.

MAIN PART

• Ringie AKA. Staikie

In Ringie an inner circle of about 30 cm diameter is drawn inside an outer “shooting” circle of about 2m diameter. An easy way to do this is with chalk and a length of string. Keep one end of the string pinned down at the centre, then holding the other end with the chalk, at the required distances, draw with the chalk. Turn the chalk in a sweeping circular motion until both circles have been formed. Likewise, it can also be scratched with a stick on to dirt. To begin each player puts three marbles into the inner circle. Having decided the order of play, each player takes turns at plunking their shooter from any point on the outer ring to try to knock some marbles out of the inner circle. If it has been decided to play for keeps, as is normal in this game, then any marble knocked out of the inner circle by your “shooter” becomes your marble. If not playing for keeps, the marbles gained are held by you and counted at the end of the game. Either way, the player who has knocked out most marbles wins; this is the simplest form of Ringie. Variation: There are many local variations which add to the basic game of Ringie. In one version, an easily identified coloured marble is placed in the centre of the circle and this must be struck first, with a second shot gained from wherever the shooter has come to rest. The shooter is played from this position in an attempt to knock a marble out of the circle. So long as the player continues to hit a marble with each shot, a further shot is gained, even if no marble has been knocked out of the circle. This continues until the player eventually misses a marble and the turn goes to the next player. In this version the marble placed in the centre is sometimes called the “ringer.”



• Bum hole A hole is scooped on in the ground with heel in the shape of a small dish and the game consists in throwing a marble as near to this hole as possible. Sometimes when several holes are made , the game is called “Holly” COOL DOWN

• Spanny Having chosen who is to start, the first player plunks his marble as far as he pleases. His opponent then uses his set of marbles to try and hit the first marble, or at the very least get close enough to “span” the distance between the two marbles by stretching between his thumb and pinkie. The two marbles then have to be flicked together using only thumb and pinkie to complete a win by “SPANNY”. It is just too bad if the marble that you flick catches a slope and ends up further away than you could originally span! It can be a “get fussy” procedure in a bumpy playground. Either a direct hit or a “span” wins the game so that the players swap places and the winner throws first for the next game. Otherwise the original starting player throws again and again until he is eventually beaten. Variation: If Spanny is played on a dirt track or worn grass areas you are allowed to do a Hen Scrape. This involves drawing the sole of your foot backwards along the dirt, in a similar action to that which a hen makes, directly across the line of play so that your opponent cannot have an easy direct shot at your marble. Many people used to keep hens not so long ago. It is interesting to note here that a different form of hen scrape was also performed in one of the most elaborate versions of peever; the first gave two scrapes of the foot as they moved the peever on from box number two. MATERIAL: Marbles of different shape, size and colour ASSESMENT

• Degree of skills: to run, to jump, dribbling • Degree of participation. • If they have respected the rules. • How did they ask the questions

VOCABULARY Language of learning Scrape- aranyar Hen-gallina Drop-lleçar Plunk-deixar caure, puntear. Scooped-cavar Scratched-aranyar





AIMS: • To work and enjoy with Hopscotch • To work coordination, balance and skills. • To accept the rules of different traditional and popular games in Catalonia and

Britain. • To respect the material and take care of it, as well as to help

The teacher collects it. • To have a shower after each class

WARM UP This game goes back to at least the eighteenth century. As everyone seems to know the name HOPSCOTCH through the UK, I have used this for the title, but in Scotland the game is far more likely to be called by one of its regional names. The game can be played either with or without the use of a flat stone or similar object which in Scotland is most commonly called a “peever”. A peever that moves particularly well is and old shoe-polish tin filed with dirt, it has the advantage that you can add or remove the dirt until it is just the right weight for your use. Alternatively, a flat stone, slate or piece of tile can also be used. A peever may also be called a “can”, “tin” or box in your area. The play area can be scratched with a stone or draw with chalk on a flat surface; these are commonly referred to as “beds”. In some playgrounds, beds have been painted ready for play. MAIN PART

• PICKIE For this game you will need to draw the Aeroplane bed. Boxes such as boxes 2 and 3, which are side by side, are called, “rest boxes” because the player is allowed to put both feet down and so “rest” one foot in each box. Boxes such as box 1 and box 4 are called “hoppy boxes” and these single boxes must always be hopped through and out. Decide on who will start. The first player throws the peever on to box 1. It must land inside the square and not touch the lines, otherwise the “shot “passes" to the next player. Having landed the peever successfully into box 1, the player jumps over this box into boxes 2 and 3 (feet astride) , hops on to box 4, then, feet astride, into boxes 5 and 6 and so on going all the way up the bed . The player then turns at the top and heads for “home”. On the way back the player steps on to 1 , picks up the peever and hops into “home” Having successfully completed the bed this player is allowed the next shot throwing the peever in box 2 , and so on until they are out , after which they will have to wait until their next turn. In this version of the game if your feet touch a line you are out. The player goes up and down the bed from 1 to 10, then 10 to 1, and the first player to complete the sequence is the winner.



• KICKIE

In this game, you can use the Aeroplane bed or Square bed (see illustrations). The player has to kick the peever from box to box using his hopping foot. It really depends on what size of beds you have as to whether or not it is possible to kick the peever and hop into the next box without letting your foot touch the lines. Very often the rule about your foot touching a line (putting you out) is disregarded because it is difficult enough to find that delicate touch required to hop and kick the peever all the way round . Also, this time there are no rest boxes. As a general guide. If the boxes are small, disregard the foot touch rule and if they are much bigger, include it.

COOL DOWN ADVANCED PEEVERS Some players reach a level at which the basic games described here become relatively easy, so more difficult tasks are added like hopping up and down the Aeroplane or Square beds with the peever on top of your raised foot, or balanced on your back. These are really good games for developing the skills of coordination, concentration and balance. They can also be played solo or against other player on almost any flat surface. Variation: A game called Ball Beddies uses the Aeroplane or Square beds, but involves rolling and stotting an old ball instead of using a peever.



MATERIAL: Peever

ASSESMENT

• Degree of skills: to run, to jump, balance • Degree of participation. • If they have respected the rules.

VOCABULARY Language of learning Peever-stone Hop-pota coixa. Astride-a cavall




KEY SKILLS : Pupils will able to � Understand simple rules. � Speak in front of their classmates in

English. � Play in planned games. � To invent other games.


Level : 1er ESO

Timing: Sessions 11-12-13-14-15-16 6Hours





contents, taking into account it’s the first time they learn a subject using English as a learning language.


• To organise themselves. • To warm up without the teachers help. • To look for and know games of

Catalonia and Britain and to see if there are some similarities.







AIMS :




TEACHING OBJECTIVES

LEARNING OUTCOMES

A.CONTENT A.CONTENT


-To introduce new games like: Hoppy All The Way, The Line Bed, The Totem Pole,, Arches, TB Bed, Rope, Solo skipping, All in together, Be My Guest, Rock the Boat, Back to Back, Bench Relay, Body Parts, Capture de Ball -To understand how these games are played. -To introduce a new vocabulary. -To explain the origin of many actual games.

Pupils will be able to … -Understand and memorise key vocabulary used in each game(Hopscotch, Hoppy, Grid, Astride, Wrist, Hop,Caw, Skipping, Rope, Skim, Gum tae, Grouched, Grab, Attacker, Defender, , Jail, Tagged, Team-mate.




Games (Hopscotch, Hoppy, Grid, Astride, Wrist, Hop, Caw, Skipping, Rope, Skim, Gum tae, Grouched, Grab, Attacker, Defender, , Jail, Tagged, Team-mate) � Language for

learning . -present simple and imperative: Complete, Identify, relate, link, fill in, match, locate, draw, read, answer, describe, look at, and spread. Have to, shut up, hand to hand, touch, tag, In groups, divide, chase, touch. -Relative: who, which, where… -Can, Could. -why. How many times, players… -Conditionals: If you observe… -There is , there are � Language

through learning.


Pupils will be able to…. -See that some games are part of a universal culture. -Compare games of Scotland with Catalan games. -Know the other culture, other people, -Practise according to fair play. -Appreciate better English as a learning language. -Valuate that this kind of game is a part of our culture. -Tidy up and leave the classroom or the pitch in orderly fashion -Follow rules and laws. -Be compassionate -Respect the property of others. -Take responsibility for your actions. ct them



ASSESSMENT CRITERIA: Pupils should be able to remember of describing each game with its rules. Every one explains one of them and the others play, applying rules.



AIMS: • To learn to enjoy with traditional games. • To work and enjoy with Hopscotch • To work coordination, balance and skills. • To accept the rules of different traditional and popular games in Catalonia

and Britain. • To respect the material and take care of it, as well as to help the teacher

collect it. • To have a shower after each class

WARM UP

• Hoppy all the way. All of the beds already described can be used just for hopping, but some beds more specific to this game are illustrated bellow.

MAIN PART

• The line bed The simplest bed for hoppy is the Line Bed, which has the lines much closer together so that the person has to hop sideway up and down the grid.



• Snaily Bed, The beds get smaller and smaller, whilst going round in an ever decreasing circle. The game becomes more difficult as the spiral becomes tighter. The player hops to the centre and back out again.

COOL DOWN

• The totem pole Can be used for Hoppy all the way or sometimes hop, feet astride, using the blank boxes as the rest boxes for “feet astride”

MATERIAL: peer ASSESMENT

• Degree of skills: to run, to jump, • Degree of participation. • If they have respected the rules

VOCABULARY Language of learning. Hopscotch-xerranca Hoppy-pota coixa Grid-graella, cel·la Astride-cames obertes



UNIT 1 LESSON :12 1er ESO .


AIMS: • To learn and practise scotch games • Learn to enjoy with traditional games. • To work and enjoy with Hopscotch • To work coordination, balance and skills. • To accept the rules of different traditional and popular games in Catalonia and

Britain. • To respect the material and take care of it, as well as to help the teacher


WARM UP

• ARCHES Cone out your working area and ask the participants to form pairs. Choose some of these pairs to become chasers and ask each chaser for every five or six pairs. The chasers run after the other pairs trying to tag then. All participants run around holding hands or wrist with their partner. If either one of a pair being chased is tagged, they are both “caught “and form an arch. Other pairs being chased can “free” those caught by running through the arch. Continue the game for a set time or until the chasers tag all of the other pairs Variations: the arches shaped could be created using other body parts (e.g. in seated position putting feet together) or arches are stuck until two other pair go under.

MAIN PART

• TB BED The bed is another bed in which the lines are drawn closer together so that the player has to hop sideways until he reaches the top and can finally rest a foot each in beds T and B. It is not certain as to the origin of the letters T and B. It is possible that they could stand for something simple like “to” and “back”, but from its shape and the fact that it is a bed. Having successfully completed the TB BED the player can claim one of the boxes in the bed and chalk her initials into this space. The other players have to hop over this space, but the player who has claimed it, can use it as a rest space until the game is finished. As always, if you step on a line you are out and the next player takes his turn.



COOL DOWN. We make a circle and ask them about the games, likes, dislikes, problems, tricks, etc. MATERIAL: bibs, chalks ASSESMENT


VOCABULARY Language of learning Wrist-cintura Hop-saltar. OBSERVATIONS/ADVICE In the game “Arches” we have to change the chasers regularly and during the game, you can help free participants or reduce the number of chasers if you think too many are static.



AIMS: To learn and practise skipping games

WARM UP AKA: rope Skipping is a game that has been enjoyed for as long as the rope has been invented. It is not only a part of our childhood; it has also become a part of our culture and language. Nowadays, the expression” caw carry” is used meaning “slow down” or “take it easy” and this may well be derived from skipping. It is a useful way to increase their leg strength and generally keeping fit. You can skip on your own using a short rope, either jumping with both feet together over the rope as it skims the ground, or skip as you run forward stepping one foot at a time through the rope. However, it is great to be sociable and use a long rope and skip with friends. In one game it is possible to skip with a short rope inside of a long rope, with the ropes going in the same or even opposite directions, being very skilled. Skipping is very good for coordination. There are many different games and rhythms of which a few of the more common ones are given here. MAIN PART

• Solo Skipping While skipping a commonly sung is song “Uncle Wullie went tae France, Tae teach the ladies hoo tae dance. First the heel , and then the toe,



Then you do “Big Burley O”

Scotland over the centuries has been a deeply religious country and the influence of the kirk has been far reaching. One of the religious skipping rhymes that may still be heard is : “One , two, three, four, five, six, seven All guid children gaun tae heaven, When They dee, their sin’s forgiven. The problem with this song is that many words are in Scottish. It’s possible that they don’t understand some word in Scottish. They can invent a song.

• All in together AKA: Call me In Rhyme

On the mountain stands a lady , Who she is I do not know, She has lots of gold and silver, All she wants is a fine, young beau.

1. So call in my (friend’s name) dear... 2. So call in my Ellen dear... 3. So call in my Catherine dear... 4. So call in my Maureen dear... 5. On the sea shore.

The two people chosen to caw set the roe turning and chant the rhyme to call in, each person in turn. At the end of the first verse there are two people jumping in, and the second tie around, another friend is called in to join the jumpers. The rhyme is repeated with another person called in, and extra line added with each new verse, until as many people as possible are jumping together. As usual anyone caught by the rope takes an end and caws.

• Be My Guest Rhyme. Vote, vote , vote for (forename, surname), In comes (friend’s forename) at the door, Although she is a guest , she’s the one that we like best , So we don’t need (first skipper’s forename any more.

One person starts off skipping before being joined by the friend named in line two of the rhyme. On the last line the friend pushes the first skipper out, and this process is repeated over and over until everyone has had a shot of skipping. If we don’t know the song we can invent the rhyme.

• Rock the Boat AKA: Rocky

When the rope is cawed back and forth in a low arc it is known as “Rocking the Boat” The players in turn enter the rope, jump twice, then leave. If you touch the rope you are out. The rope height is increased for the next shot and so on until only one person remains jumping and is therefore the winner. COOL DOWN Everyone plays with a rope, the game is free. A group of children help to collect the material.



MATERIAL: big and small ropes. ASSESMENT


VOCABULARY Language of learning Caws-soroll d’un corb. Skipping-saltar Rope-corda Skim-passar fregant Dee-die Gum tae-go to

UNIT 1 LESSON 14: 1er ESO


AIMS: • To learn and practise scotch games • Learn to enjoy with traditional games. • To work coordination, balance and skills. • To accept the rules of different traditional and popular games in Catalonia and



WARM UP

• Back to Back Separate the participants into pairs and number them one and two. Participants sit on the floor back to back with their legs straight. Shout “one round”. All the numbers one get up and race around their partners, with the winner being the first person to get back to the starting position. Then “shout round” for numbers two run around their partner. You can then call out for either participants and have a few goes. Other instructions such as the following can be added:

� One two over-participants leapfrog over their partners, who adopt a crouched position

� One or two under-participants crawl under their partners, who adopt a press-up position.

� One or two on-participants jump onto their partner’s back it is a “pigback “position.



MAIN PART • Bench Relay

Line up the benches besides each other 3 to 5 m apart and arrange the participants into teams of six with each team sitting on a bench. Number the teams. Place a cone 15-20m in front of each bench. Instruct the participants that if you call out their team’s number, the team standing up has to sit down while the next team called has to stand. All participants must move at the same time to stand up or sit down. If a participant from a team moves too slowly to react or not everyone in the team stands up or sits down at the same time , then that team all run around the cone placed in front of their team while the rest of the teams starts counting down the line (i.e.10,9,8....) If they don’t all get back in time they have to do a fun challenge.

• Body Parts(Ball) Arrange the participants into pairs. Instruct each participant to face their partner with a ball on the floor between them. Shout out a part of the body .Participants place their hands on that part of their own body. If at any time you shout “ball” the participants compete against their partner to grab the ball first, but you should call out a number of body parts before “ball “(e.g., knees, feet, shoulders, ball”. Whoever gets the ball is awarded a point. For very young participants call out simple body parts such as “right foot” “knees”, “eyes” and so on. For older participants, call out muscle groups and bones to make it more difficult. C OOL DOWN. We make a circle and ask them about the games, likes, dislikes, problems, tricks, etc. Some of them pick up the material. MATERIAL: handkerchiefs ASSESMENT


VOCABULARY Language of learning Crouched-ajupir-se Grab-agafar





AIMS: • To learn and practise scotch games • Learn to enjoy with traditional games. • To work coordination, balance and skills. • To accept the rules of different traditional and popular games in Catalonia and



WARM UP

• Body Parts(numbers) This activity is good to use as part of progressive warm-up. Cone out your working area. Participants run around the area in different directions, slowly building up speed. Once the participants are moving around call out a number. The participants must place that number of body in contact with the floor. The participants hold their position so you can assess whether they have the right number of body parts touching the floor. The participants then get up and move around again until a new number is called out.

MAIN PART

• Capture the ball. This is a sporting variation of the game Capture the flag. It can be complicated to explain, so try to include all of the following points in your explication. Set up the area using coloured cones as shown in the figure. Separate the participants into two teams, with one team wearing the bibs. Each team stands in one half of the playing area. Cones should be used to mark out a halfway line, a jail 7x7, in each half and store 7x7m, in each half, where the balls are kept. Half of the balls should be placed in each store. The objective of the game is for players to defend their own team’s balls while also trying to capture balls from the opposing team. There are ten key rules which should help explain the rules to the group, as follows.

1. When players enter the other team’s half they can be tagged by the opponents.

2. Players tagged in the opposing team’s area are ‘sent to jail in the opponent‘s half.

3. Players attack by running into the opposing team’ half attempting to get into their store without being tagged. The store is a safe area where attackers cannot be tagged.

4. No defenders are allowed into their own store or into the jail in their own half. 5. Attackers are allowed to capture one ball only per attack.



6. When they can, attackers attempt to run back to their own half carrying the ball they have captured (again avoiding being tagged by opponents. )

7. Attackers tagged on the way back, must return the ball to the opponent’s store before going to jail.

8. if attackers are successful in ‘capturing a ball’ this is placed in their own team’s store before they attempt to get another one. Balls may not be passed.

9. Players in jail are allowed to come back into the game if a team-mate runs into the jail and tags them. In this instance both players must walk back to their own half, before doing anything else in the game. This is a ‘free walk back’ as opponents cannot tag them.

10. The game continues for a set time (e.g. 5 minutes) or until one team has captured all of the other team’s ball.

Variations. Sport-specific: the game can be adapted to a variety of sports such as soccer, basketball and rugby. For example, in soccer or basketball players have to dribble the ball back without being tagged. In rugby, introduce tackling when players are carrying a ball, depending on age or ability. COOL DOWN We can analyze the score, why it happened, strategies, how could we improve our game, what I have done in a bad way etc. MATERIAL: balls, a con ASSESMENT


VOCABULARY Language of learning Attacker/atacant Defender/defensor. Jail/gabia. Tagged/tocat Team-mate/company OBSERVATIONS/ADVICES Ask questions to check understanding after explaining the rules(Capture de ball) Watch for participants taking more than one ball at a time. This game is great to introduce strategy in game activities. Talking about teamwork, defending, attacking and game tactics can help to introduce the concept of strategy. Warn participants to be careful of collisions. Ensure participants do not tag too hard.





AIMS: • To learn and practise scotch games • Learn to enjoy with traditional games. • To work coordination, balance, jumping (basic movement abilities) and basic

physical capacities: force, speed, stamina flexibility • To accept the rules of different traditional and popular games in Catalonia and


collect it. • To have a shower after each class. • To learn to play “chaser” and “ catch and release”

WARM UP

• Chaser. One bib per 6 to 10 participants’ cones. Cone out your working area. Choose some of the group to become chasers. Chasers put the bibs on. There should be one chaser for every 6-10 participants. On beginning the game, the chasers run around trying to tag the rest of the group. When they are tagged participants have to perform an activity as a challenge. This should be something fun, for example saying something funny or performing an animal impression. Alternatively it could be an activity such as five start jumps. Continue for a set time (e.g. 45 to 60 seconds) m then change the chasers. MAIN PART

• Catch and release Cone out your working area. Choose some of the group to become chasers. Each chaser puts a bib on. There should be one chaser for every 6 to 10 participants. On beginning the game the chasers run around trying to tag the rest of the group. When they are tagged, participants adopt and hold a particular position such as balance. To be ‘freed’ from this help position, another participant has to crawl under or run around them. Continue for a set time (45-60) or until all the participants have been tagged, then change the chasers. Variation: -When instructing younger groups try ’shower tag’. In this version, the participant’s arm is held above their head to look like a shower on (by touching the caught participant’s arm) and pretends to wash their face or body. Then both participants can run off. -Play the game on all fours rather than running (but only on suitable surface) COOL DOWN

• Bag Races. Number of player: a group Material: sacks, bags Description and rules The runner is put inside the sack; he holds it with his hands, if he wants to move he can



to do it by jumping with both feet joined. We can do individuals races or relays Kind of activity: jumping We can analyze the ways of improving the game; we can appreciate if someone has done something in a bad way. We can invent another similar game.

MATERIAL: Bibs, cons, ASSESMENT


VOCABULARY. Language of learning Crawl/arrossegar-se OBSERVATIONS/ADVICES In “catch and release”. Only choose one chaser per 6 to 10 participants to keep the game going. The number of people chasing should also be relative to the size of the coned area. During the game, you can help free participants if you feel too many are static. In “chasers”, only choose one chaser per 6 to 10 participants to keep the game going, depending on age and experience. The number of people chasing should also be relative to the size of the coned area. Challenges should not be seen as a punishment. Make sure that no challenge is too strenuous or severe.





English. � Play in planned games. � To invent other games.


Level : 1er ESO

Timing: Sessions 17-18-19-20-21-22 6 Hours





contents, taking into account it’s the first time they learn a subject using English as a learning language.



Catalonia and Britain and to see if there are some similarities.







AIMS :




TEACHING OBJECTIVES

LEARNING OUTCOMES

A.CONTENT A.CONTENT


-To introduce new games like: Blind Man’s Buff, Circle Hold, Copy Command, Hotter to Play, Musical Chairs, Do this do that, Freeze, Wink, Murder, Charades, Simon Says, Around Ball, Astride Ball, Statues, Handball tennis, Regains, Score, Volley, Takes over, Punt and Catch. -To understand how these games are played. -To introduce a new vocabulary. -To explain the origin of many actual games.

Pupils will be able to … -Understand and memorise key vocabulary used in each game(outer, grip, clockwise, regardless, hop on, skip, keel over, wink shout out , random, support, hold out, crank, wiggling, perform, prance, astride, sails, feet.)




Games (outer, grip, clockwise, regardless, hop on, skip, keel over, wink shout out , random, support, hold out, crank, wiggling, perform, prance, astride, sails, fee � Language for

learning -present simple and imperative: Complete, Identify, relate, link, fill in , match ,locate, draw, read, answer, describe, look at, spread. Have to, shut up, hand to hand, touch, tag, In groups, divide, chase, touch. -Relative: who, which, where… -Can, Could. -why. How many times, players… -Conditionals: If you observe… -There is , there are � Language

through learning.


Pupils will be able to…. -See that some games are part of a universal culture. -Compare games of Scotland with Catalan games. -Know the other culture, other people, -Practise according to fair play. -Appreciate better English as a learning language. -Valuate that this kind of game is a part of our culture. -Tidy up and leave the classroom or the pitch in orderly fashion -Follow rules and laws. -Be compassionate -Respect the property of others. -Take responsibility for your actions. ct them



ASSESSMENT CRITERIA: Pupils should be able to remember of describing each

game with its rules. Every one explains one of them and the others play, applying rules.



AIMS:

• To learn and practice scotch games: Blind Man’s Buff, Circle Hot, Copy Command, Hotter to Play.

• Learn to enjoy with traditional games. • To work coordination, balance and skills. • To accept the rules of different traditional and popular games in Catalonia and



WARM UP Blind Man’s Buff ( the games book) One person is blindfold and spun around three times by the other players until she is disorientated. The Blind Man then moves around the room, with his hands outstretched and attempts to tag the other players. The other players bolt around the room keeping out of the Blind Man’s reach as long as possible. The last person to be tagged is the winner. Variation: Players can remain stationary, either seated or standing while the Blind Man seeks them out. They are allowed to bend and twist out of his reach, but they cannot actually move from the spot. In another version the Blind Man has to try and guess who they have in their grasp. They can use their hands to feel the person’s features. If they succeed they can hand over the blindfold, if they fail they carry on trying to tag people. Tactical Tip: If you are the Blind Man remember to use your other senses to help you hunt players down; the sound of someone giggling or a bit of air as someone brushes past you will help enormously. Whichever version of the game you decide to play it’s best to keep doors shut and clear the room of any clutter before you start, to avoid injuring the Blind Man. MAIN PART

• Circle Hold. Arrange the participants into pairs and number each person one or two. Those numbered one form and inner circle with arm on the shoulder of the person standing next to them. Their partners should stand behind them to form an outer circle. Those in the outer circle should stand with their hands on their partner’s shoulders. On your



command, all participants carry out your instructions as quickly as possible, always ensuring they maintain a grip on their partner. The following are some sample commands.

� Clockwise-participants run in a clockwise direction. � Anti-clockwise-participants run in an anti-clockwise direction. � Change-those in the outer circle switch places with the inner circle. � One on- those in the outer circle release their grip and have to

accelerate to catch the next person in the inner circle. � One back-those in the outer circle release their grip and have to slow

down then hold onto the next person back in the inner circle.

• Copy Command This is a sporting variation of the game “Simon says”. Cone out your working area. Participants run round inside the coned area. Shout out instructions, which the participants only have to follow if the words “instructor says…” are said before the instruction. Therefore, if you shouted “instructor says sit on the floor”, participants should sit on the floor. If you just said “sit on the floor “, they should carry on regardless. COOL DOWN

• Hotter to play Select a small household object, anything from a pencil to a button is perfect. One player, the Hunter, leaves the room for a minute, while the other players decide on a hiding place for the chosen object. The hunter is allowed back into the room and starts to hunt down the object. The only clues the other players can give are: “hotter”, the nearer the Hunter gets to the object, or “colder” if they move away from it. If the hunter gets very close, they can shout “Burning”, and if the Hunter is completely off course, they can shout “freezing” When the object is found, another player leaves the room and the object is hidden again. The difficulty of this game depends on the size of the object hunted and the area in which it is hidden. This can be varied according to the age and ability of the players. If the object is too small and difficult to find, or there are too many obscure hiding places, the game can go on for ages. Why not having a time limit on searches. Variation: “Reverse Rule” .One player hides the object while all the others are out of the room. When the Hunters return, they are directed with a shout of “Hotter” or “Colder” until someone succeeds in finding it.



MATERIAL: cones ASSESMENT


VOCABULARY. Language of learning Outer/exterior Grip/nansa, agafar Clockwise direction/sentit de les agulles del rellotge. Regardless/a pesar de tot Hop on/saltar a pota coixa. Skip/saltar. OBSERVATIONS/ADVICES In “circle hold” participants should not hold to their partners’ shirts. Start at a slow speed until all the participants have an understanding of the activity. This game could be used as a warm-up. Add one instruction at a time. Once participants have the basic idea, speed up the activity by changing the instructions more regularly. In “Copy Command “the following are examples of commands.

1. Hop on the right or left foot 2. Put a specific body part on the floor. 3. Form a group of three. 4. Run backwards. 5. Skip sideways.



AIMS: • Learn to enjoy with traditional games. • To work coordination, balance and skills. • To accept the rules of different traditional and popular games in Catalonia and



WARM UP

• Musical Chairs. The chairs are arranged in two columns, back to back with the seats facing out. One person is in charge of the music. When the music starts, everyone walks, or dances, in a line around the chairs. The



musical controller or pianist stops the music at random, and everyone must sit down as quickly as they can, leaving one person without a chair. This person is out of the game. A chair is removed, and the game begins again. In each round the last player to reach a chair is out, until there is just one player left victorious. Variation: If space allow a good alternative by arranging the chairs in circle or a square, with one chair per person. Everyone dances in a line, moving clockwise around the chairs. In this version, each player must remember which chair was his originally. When the music stops, everyone races back to his own chair by continuing in a clockwise direction. The last person to sit down is eliminated and his chair is taken away. MAIN PART

• Do this, Do that. This activity is good to use as part of a progressive warm-up. Participants find their own space in front of you so that they can all see your actions. Call out a number of actions, which the participants follow as if in an aerobics class. You should warm up the participants by doing a variety of movements such as jumping on the spot or circling arms. As you move and the participants copy, the idea is to make the participants think and try to catch them out. Say “do this” if you want the participants to replicate your movement. Say” do this” if you want the participants to replicate your movement. Say “do that” if you don’t want them to copy your movements. If the participants do copy you then they have to do a challenge of your choice. You can choose a pupil as model.

• Freeze Line the participants up between two cones and explain the rules of the game. Move to around 20 m away and stand with your back to them. Shout out the number five and count down 5-4-3-2-1 As soon as you start counting the participants start running towards you trying to be the first to touch your back. On finishing the countdown spin round quickly to face the group. You should have informed them to “freeze” when you turn around, so the participants should be standing perfectly still. Anyone seen moving when you have turned should be sent back to the starting line. Repeat this until one person wins by being the first to touch your back. COOL DOWN

• Wink Murder Tear off a piece of paper for each person. Mark one with a cross and leave the rest blank. Scrunch each of them up into a ball and pop them in a hat or bowl. Offer the hat around for each player to take a paper ball. Players must open out their paper ball discreetly. The persons who find a cross –this means they will play the part of the “Murderer “. Everyone else is both a potential victim and detective. The aim for the Murderer is to “kill” all the players around the table without getting caught. To kill someone, the Murderer must catch their eye and subtly wink at them without the other players noticing. The aim for the other players is to identify the Murderer before they become victims. The game begins, and everyone around the table must look at each other in turn, making eye contact. The Murderer strikes and his victims use their acting skills to full effect as they keel over and die dramatic death. Anyone who thinks they have worked out who the Murderer is can formally accuse



them. But if they are incorrect they will be punished with death. A variation can be played with a designated “detective” who sits among the murder victims. If the Detective successfully identifies who the killer is before everyone is dead, the murderer becomes the next Detective. If not, they remain Detective for the next game. If you are the Murderer, take your time picking off your victims. Don’t begin with the people directly opposite, since that will make you a prime suspect. MATERIAL: piece of papers, chairs, cones, CD, basketball. ASSESMENT


VOCABULARY Language of learning. Keel over/caure. Wink/picar l’ull Shout out / computer. Random/qualsevol cosa, aleatori. OBSERVATIONS/ADVICES In Freeze: Watch for participants moving before you start counting when you have your back turned. VARIATIONS: This can be adapted for games involving dribbling such as basketball and soccer. The winner would be the first person to pass his ball through your legs.






WARM UP We can make a list of song, movies, TV programs in Spanish and after we translate with pupils.

• MAIN PART Charades. Divide into two teams and give each team a bowl and a pencil and paper. Out of your opponents’ earshot, choose a selection of titles from television, films, plays, books, musicals, or song. Well-know phrases of famous quotations are also allowed.



Write each of the titles down on separate scraps of paper, fold them up and pop them in your bowl. Select a team to go first and a member of that team to be the first mime artist. The mime artist picks a title from the other team’s bowl and reads it to himself. The player’s task is to communicate the title picked to the rest of their team using nothing but mime. No props or noises are allowed. A time limit is agreed for each turn-say two minutes- and a timer or watch is used to enforce the limit. Mime time. The mime artist starts by describing the type of title they have picked. Here are the established mimes for each genre. Television-Draw a rectangle in the air with your fingers. Film-Pretend to crank and old-fashioned movie camera. Play- Draw both hands apart, as if opening stage curtains. Book- Palms together, open them up like a book. Musical- Go down on one knee with one arm held out dramatically Song- Cup hands around open mouth to indicate singing a song. Phrase or Quotation- Use index fingers to draw inverted commas in the air. Word count. Next, the mime artist shows how many words are in the title by holding up the correct number of fingers. Alternatively they can sweep their arms in a wide circle to show they are going to act out the whole thing without breaking it into individual words. If the mime artist breaks the title into individual words, they hold up their fingers to specify which word they will be attempting. They can even break a word up in syllables to make it easier to guess. To show the number of syllables in a word they hold the appropriate number of fingers against one forearm, then do the same to indicate which of the syllables they are miming first. For any small words in the title, such as “a” “it” “of” the mime artist should hold a thumb and forefinger close together to show a small size. If a word is difficult to convey , but an easier word sounds similar, a tug of the earlobe indicates “sounds like” Getting it right. When a member of their team guesses a word accurately, the mime artist taps his nose and points straight at the person who guessed correctly. When the whole title is guessed, the team wins a point. If they run out of time , or only guess part of the title , they do not score. In both cases the play passes to the oppose team. Tactical Tip Ensure the titles we write down for the opposing team are as difficult to mime as possible; teacher can propose a list of titles in English and translate. This game could be played indoors, when it is raining , and it could last for one hour (the games book) COOL DOWN We review the material and the vocabulary which we have learnt



MATERIAL: paper. pencil ASSESSMENT

• Degree of skills: to run, to jump, • Degree of participation. • If they have respected rules

VOCABULARY Language of learning. Prop/suport Hold out/oferir, resistir. Crank/engegar/manec . OBSERVATIONS/ADVICES This kind of game is perfect on a rainy day; you can play it in class.






WARM UP

• Simon Says Simon Says is a timeless party game that can be played with large or small number of people. Decide which person will be Simon. Simon stands in front of the other players and tells them to perform certain action, such as jumping in the air, touching their noses, turning around, wiggling their finger, shouting “Hello” and so on. The actions can be anything Simon thinks of, so long as everyone playing is capable of doing them. The key to the game is whether Simon adds the words “Simon says”...before an instruction or not. If Simon says, “Simon says wiggle your fingers” then everyone must wiggle their fingers”. Anyone not paying attention and does not wiggle is out. The last player not to be knocked out wins. The winner can be presented with a prize or play the part of Simon in the next round. Tactical Tips. Simon can trick players into making mistakes. He could say”Simon says raise your left arm”, while raising his right arm. Alternatively, he could disguise a command for example, “can someone go and see if Mum’s in the living room?”



“the game book” MAIN PART.

• Around Ball Is played by two teams arranged in rings. Each team aims to be the first to move the ball around the circle five times. The ball is taken by the captain; the distance between players is of 2m, depending on their passing and catching skills. With the signal” Ready, set, go” the game begins with each captain throwing the ball to the player on his right. Players continue to pass the ball to the right as quickly as possible. When the ball has made a full trip around the circle and is back in the captain’s hands, he shouts “one” and keeps on passing the ball. If the ball is dropped, it is returned to the captain and the round starts over. Players who have basic throwing and catching, you may want to add a bit of variety to the game by passing the ball between the legs, behind the back, or with a single bounce from one player to the next. These are just a few ways to spice things up. As in the basic game, a dropped ball goes back to the captain and the round is begun again. The first team to finish five rounds is the winner. When the ball finished its fifth circuit, the captain holds it high over his head and yells “five” to announce the victory.

(Great Big Book of Children’s games)

• Astride Ball

First, all the children except one form a circle and stand about 1m apart with their legs spread and hands on their knees. This is the “astride stance”. The game begins when the player in the middle starts rolling the ball along the ground with his hands, with a sort of bowling motion, in an effort to pass the ball through the legs of any player in the circle. The roll may be fast or slow, but it should not leave the ground. The other players may block the ball with their hands or by snapping their legs together. When not threatened with the ball, however, all players in the circle must stay with a leg on each side. When the player in the middle scores a goal he joins the circle and the players who let the ball pass between his legs goes into the centre. The game goes on for as long as the participants want to play. “the great Big book of children’s games .” COOL DOWN

• Statues A game of balance and control. Statues challenge everyone’s ability to think quickly and keep their footing. To start, the person turns around. The statues then run, jump, prance and dance about as much as they like. However, she can turn around at any time, and all the statues must freeze immediately in whatever position they find themselves at that moment. She can walk around among the statues to check that no one moves a muscle. Anyone who moves is out of the game. To restart play, she shouts “go” and turns away again. The winner is the last person to be caught moving. “the games book”



MATERIAL: two or three balls ASSESMENT


VOCABULARY Language of learning. Wiggling-moure Perform-interpretar Prance-fer ganyotes. Astride-obrir cames. OBSERVATIONS/ADVICES We need to play with a basketball in “Around Ball” and with a soft ball in “Astride Ball” Warn participants to be careful of collisions. Ensure participants do not tag too hard






WARM UP In couple, they pass the ball with a bounce in the middle, we work only passing. They will use hands and they pass the ball trying to maintain it a long time. MAIN PART

• Handball Tennis. Played on a homemade court with a handball or tennis ball, this game requires speed, good hand-eyes coordination, and cooperation among team members. Older kids who can stick to a relatively structured set of rules are sure to enjoy this fast-paced street or play ground game.

1. First a court measuring approximately 15x7.5m is outlined in chalk, the court is divided in half.

2. Players divide into equal teams. Players on each team count off to determine the order of the serve.

3. The first server serves the ball by bouncing it on the ground once and then



hitting it with the palm of his hand into the opponents’ side of the court. 4. The server gets two chances to do this. If he doesn’t succeed, the other team

takes over the serve. Once a ball is served fairly, the receiving team tries to return it to the other side.

5. The players on the receiving team may let the ball bounce on their side as many times as they want before returning it, but once the ball is hit, it must travel directly to the other side, without bouncing. The ball continues to be volleyed back and forth in this manner.

6. If the opposing team is serving, however, that team can score a point (in other words, a team can score only when it, is serving.)

7. The first team to score 21 points is the winner. (Great Big Book of children’s games)

• To Kill “Dodge ball”

We divide the class in two teams. Each team tries to catch the ball and kill someone in the opposite team. If he is killed, he takes the ball and goes to cemetery, he has the opportunity of saving himself if he hits one of them, then he will come back to the field of play. Players who are in the cemetery and the others can pass the ball. The team who eliminate the entire other team is the winner. Variation: All players are in the hall and one throws the ball and tries to hit other players, He kills only when he strikes the player below the waist, if the ball is caught by the player, whoever threw the ball is out. COOL DOWN. Each one bounces the balls trying to maintain the ball in a line. We speak about a session and we collect the material. MATERIAL: handball or tennis ball, chalk for making the court. ASSESMENT

• Degree of skills: to run, to jump, hitting the ball, passing. • Degree of participation. • If they have respected the rules

VOCABULARY Language of learning. Regains/recupera Score/marcador Volley/volea Takes over/inicia OBSERVATIONS/ADVICES Handball Tennis: If we have many pupils, we have to organize two matches





AIMS: • Learn to enjoy with traditional games. • To work coordination, precision and shot, jumping. • To accept the rules of different traditional and popular games in Catalonia and


collect it. • To have a shower after each class or to change the T-shirt.

WARM UP

• The line (la ratlla) Number of players: from two. Material: coins or bottle tops. Descriptions and rules: The aim is throwing from one point to the line, which is drawn on the ground. The winner is who is the closest without passing. Variations: We can play using a wall; we can or not permit the rebound. MAIN PART

• The boat (la barca) Number of player: from 3 Material: A rope very long, aprox. 5m. Description and rules of game. Two players move the rope without spinning. The others get in line; get into the rope, one by one. When all of them are inside, they have to go out one by one as well. If one of them touches the rope he will be IT.

• The tile (la tella) Number of player: From two. Material: Two tiles each player. Description and rules Tiles are thrown from a point to a picture placed at 8-10m, it has got grids with numbers. Each tile sums the points of grid. If it falls in the middle of line, the points obtained are the minor number. Kind of activity: precision and shot.

• Malha Number of players: Two Material: Pinoucos, wood pieces. These should be fallen. Malhas: ball pieces, two each player. Description and rules: It’s played in a field (20x6). Pinoucos are put to 2 m of end line. Each team tries to throw opposite Pinoucos. Players realise their shots taking in turns: A1-B1-A2-B2. One Pinouco fallen is 6 points. The winner has to achieve 26-30 points.



If it doesn`t fall the player who fell closest is the winner. Kind of activity: precision and shot.

• Punt and Catch Before the game starts, two goal lines are set up (9 to 15m) apart. Players divide into two equal teams. Each team then spreads out along one of the goal lines. The game begins when a player from the first team punts the ball from behind his goal line toward the other team. A punt is a special kind of kick: instead of placing the ball on the ground, the kicker drops the ball from his hands and kicks it up into the air with the top of his foot. The aim is to kick the ball over the heads of the other teams’ players so that it lands past the opposite goal line. If he is able to do it, his team gets a point. If, however, his kick doesn’t make it to the opposite goal line, the other team scores a point. The other team also gets a point if a player on that team is able to catch a punt before or after it sails over the goal line. After the first kicker’s turn, a player from the opposing team tries to punt from his goal line. The kick alternates in this way between the teams until each player has had a chance to punt. The team with the highest score is the winner. COOL DOWN

• The horseshoe (la ferradura) Number of players: from two. Material: Two horseshoes and a wood piece fixed on the ground. Description and rules: it measures 10cm. Players are placed in a distance of 1m, they throw and they try to put it. They go increasing the distance in a progressive way. Kind of activity: precision and shot. MATERIAL: rope, wood pieces, bottles tops, ASSESMENT


VOCABULARY of learning. Sails: passar per sobre 30-50 feet/9-15m Punt: impulsa. OBSERVATIONS/ADVICES. It’s important that they can observe that the same game is played in other parts of the world with different names. Warn participants to be careful of collisions and material.



INTRODUCTION TO BASKETBALL . Topic: UNIT 2: Introduction to Basketball-netball.

KEY SKILLS : Pupils will able to

� Understand simple rules. � Speak in front of their classmates in

English. � Play to planned game. � Execute acceptably the basic gestures of

the basket and netball: bounces, passing, stopping, shooting, and pivot.

� Place correctly on the terrain of game in actions of attack and defence.

� Apply the elementary aspects of the defence and of the attack.

� Know and to accept the rules and of the basket and netball.

� Know the different technical gestures of the basket and netball.

Subject : Physical education.

Level : 1er ESO

Timing: Sessions (23-24-25-26) 4 Hours


• To ask and answer questions, and to select and record information relevant to the focus of the enquiry.

• To select from their knowledge and communicate in a variety of ways (e.g. talking, writing and playing with signs)


contents, taking into account that it is the first time they learn a subject using English as a learning language.


• To organise themselves. • To warm up without any lead from a

teacher. Personal skill : Pupils will be able …

• To apply previous knowledge and skills

in the game. • To develop in a suitable way the H.M.B • To tidy up and leave the classroom or

the pitch in orderly fashion • Follow rules and laws. • Be compassionate • To Respect the property of others. • Take responsibility for your actions.



Aims : � To understand and explain how basketball and netball are played , and the

main concepts( technical and tactic)

� To value the importance that these kind of games have within our own culture.

� To develop speaking and technical gestures in basketball. and netball

� To apply the H.M.E.( specific movement skills.) of this sport in a real situation of game.

TEACHING OBJECTIVES

LEARNING OUTCOMES

A.CONTENT A.CONTENT

COMMUNICATION CULTURE/CITIZENSHIP

-To introduce games in relation with netball and basketball: Follow the leader, Hit it ,Knock out, One-hand dribble, Partner shoot, Rebound, Sharps shooter, Stealer Basketball, Team shoot, Free throw-line Miss out, Twenty one. -To understand how these games are played. -To introduce a new vocabulary. -To explain the origin of basketball and netball.

Pupils will be able to … -Understand and memorise key vocabulary used in each game( referee, centre circle, free throw line, side line, endline, net, hoop, blackboard, centre line, three- point- line, ball, out of bound, basket player, main rules of netball, pivoting. -Execute acceptably the basic gestures of the basket and netball: bounces, passing, stopping, shooting, and pivot. -Organize themselves a match of basketball or netball. -Watching a basketball or Netball match on T.V and identify the main technical gestures.

B.COGNITION -To offer opportunities to pupils to : -apply new understood concepts

B.COGNITION Pupils will be able to … -Apply memorised key vocabulary in different contexts. -Create news


game( referee, centre circle, free throw line, side line, endline, net, hoop, blackboard, centre line, three- point- line, ball, out of bound, basket player, main rules of netball, pivoting � Language for

learning -present simple and imperative: Complete, Identify, relate, link, fill in, match, locate, draw, read, answer, describe, look at, and spread. Have to, shut up, hand to hand, touch, tag, In groups, divide, chase, touch. -Relative: who, which, where… -Can, Could. -why. How many times, steeps, players… -Conditionals: If you observe… -There is , there are � Language

through learning.

Pupils will be able to….. -To respect the material and to take care of it when taking it, to use it and to guard it. -Practise according to fair play. -Be aware of English as a learning language. -Appreciate that these kind of games are a part of our culture and we have to collaborate to protect them. -Appreciate the importance of hygiene: shower. To respect resources. -Compare that respecting rules in games is like respecting rules of coexistence in our society. -Know the values of non-discrimination to sex, race, religion, language. - tidy up and leave the classroom or the pitch in orderly fashion -Follow rules and laws. Be compassionate - Respect the property of others. -Take responsibility for your actions.



-Synthesise knowledge (by describing games.) -create new games, with new rules. -practise the game

games. -Understand rules , -Experiment and apply other games played with the ball.

-Language to carry out the tasks -Language which appears spontaneous.

ASSESSMENT CRITERIA: Pupils should be able to remember to describe each game

with its rules. Every one explains one of them and the others play, applying rules.


CONTENT INTRODUCTION TO BASKETBALL AND NETBALL.

AIMS: • Learn to enjoy with traditional games and popular like basket and netball. • To work coordination, balance and skills of basket like : bouncing, dribbling,

catching, throwing, jumping, shooting. • To accept the rules of different traditional and popular games in Catalonia and


collect it. • To have a shower after each class or to change of T-shirt.

WARM UP

• Follow the leader. Arrange the participants into small groups of two to five. Each group should stand in a line and every participant should have a basketball. The first participant moves around the area performing a skill with his or her basketball. The rest of the group copies the action of the leader. After a specified time the leader drops to the back of the line. The next participant takes over choosing his own skill, while the rest of the group copies his actions. MAIN PART

• Hit it This activity develops skills. Arrange the participants into pair, giving each pair a basketball and cone. Participants stand around 15m apart with the cone in the centre of the space between them. Participants take turns trying to hit the cone by throwing the basketball at it. Between each participant and the basketball is the opponent’s



“winning line”. The game continues until one player has knocked the cone towards his opponent and over the winning line. Variations: The game can be played in teams (e.g., four participants per team) Trying to hit one to three cones over the winning line.

• Knockout Cone out your working area and choose some of the group to become chaser. Each of them puts a bib on. There should be one chaser for every four to eight participants. All the participants stand inside the working area with a basketball, except for the chasers who stand at the side without one. When the game begins, those in the area try to dribble their basket continuously staying within the cones. The chasers run in, trying to knock the basketball out of the area. If any participant loses the control of his basketball and dribbles outside the cones, he has to perform a skill or challenge (e.g. circle the basketball around the waist five times) before re-entering the working area. Count how many basketballs the chasers knock out in a set time, such as 45 to 60 seconds and then change the chasers. COOL DOWN Remind participants of the double–dribble rule (no bouncing with two hands or catching the basketball then starting to dribble again) If participants double-dribble they have to perform the skill or challenge. Teach the “protected dribbling technique. This technique involves dribbling with a low body position protecting the ball by keeping the body between the opponent and the ball.



MATERIAL: one basketball each one, one bib per four to eight participants, cones. ASSESMENT

• Degree of skills: to run, to jump, to dribble, passing, shooting. • Degree of participation. • If they have respected the rules

VOCABULARY Language of learning. Sails: passar per sobre 30-50 feet/9-15m Punt: impulsa. OBSERVATIONS/ADVICES Follow the leader: Advise participants to stay at least 1m behind the person in front. Do not allow groups to weave and stay out of each other to avoid collisions. Ensure the size of the basketball is appropriate for the age and experience of participants. Change the leader every 20 to 40 seconds. Provide some examples to give the groups ideas: dribbling with the right or the left hand, circling the basketball around the waist, dribbling high or low, bouncing the basket while sitting on the floor. Hit it: Ensure participants are throwing accurately and not too hard. Ensure the size of the basketballs is appropriate for participants’ age and experience. The target can be a large cone, a soft basketball or an alternative; ideally the target should take three or four hits to be moved across the winning line. The target should be durable to withstand being hit repeatedly by a basketball. Knockout: Allow rest periods between games to allow participants to recover. Warn participants to be careful of collisions. Include more or fewer chasers depending on age and ability. This game is best for small groups. Split up larger group so that there are two or more games running.


CONTENT INTRODUCTION TO BASKETBALL AND NETBALL

AIMS: • To practise games related with basketball and netball. • To learn popular games. • To work coordination, balance and skills like passing, bouncing, throwing,

smashing, dribbling, rebouncing. • To accept the rules of different traditional and popular games in Catalonia and


collect it. • To have a shower after each class o to change of T-shirt.



WARM UP • One-hand dribble.

This activity develops dribbling skills. Cone out the working area and give every participant a basketball. All participants have to continuously dribble their basketball without letting other players knock them out of the area. Participants dribble the ball with either hand, but the spare hand should be used to knock other players” ball out of the area. Participants who lose control of their basketball and dribble the cones have to perform a skill or challenge (e.g., circle their basketball around the waist five times) before re-entering the working area. Play for around a set time, such as 2 minutes and count how many times participants have their balls knocked out of the area. MAIN PART

• Partner Shoot. This activity develops shooting skills. Arrange the participants into pairs around each basket. Time the activity for 2 minutes. For the first minute one member of each pair becomes the shooter while the other member acts as a rebounder. The shooter moves to a different position after each shot .The rebounder collects each shot and returns the basketball. Both players have a chance to shoot. Each pair combines the amount of basket scored. The winning pair will have scored the most baskets at the end of the two minutes.

• Rebound This activity develops rebounding skills. Arrange the participants into groups of 6 to 10. Each group should line up about 5 to 7 m away from the basket. The line should be half a metre to the side of the hoop. The first participant throws the ball up to hit the backboard so that it bounces back without hitting the hoop. The thrower jumps up and, while in mid-air catches the ball and throws it back up against the backboard for the person behind to repeat the sequence. After each rebound, participants should land safely on the floor before joining the back of the line. The idea is to see how many times the participants can keep the sequence going.

COOL DOWN We must remember that there are some very important rules in basket:

1. We cannot bounce the ball with both hands. 2. We have to move bouncing the ball 3. We can´t do three steeps without bouncing the ball.



MATERIAL: one basketball per two participants and stopwatch. ASSESMENT

• Degree of skills: to run, to jump, to bounce • Degree of participation. • If they have respected the rules

VOCABULARY Language of learning. Punt: impulsa. Perform: executar,realitzar Stopwatch: cronòmetre. Cone out: marcar Bounce: botar Dribbling: conduïr OBSERVATIONS/ADVICES If playing with more than one pair per basket warn participants to be careful of collisions. Ensure the size of the basketball is appropriate for participants, age and experience.



AIMS: • To work coordination, balance and skills like passing, bouncing, throwing,

smashing, dribbling, rebouncing, shooting. • To work coordination, balance and skills. • To accept the rules of different traditional and popular games in Catalonia



WARM UP

• Sharpshooter In this shooting activity, participants try to score a basket before the person in front of him. Arrange the participants into groups of four. Each group should move to his own basket and line up behind the free-throw line. The front two participants each have a basketball. The first participant does the following.

1. He takes a shot from the free-throw line. If he misses, he then tries as quickly as possible to score from anywhere he likes.



2. He can have as many shots as possible in an attempt to score. 3. He tries to score before the person behind him.

Variations: With more advanced participants, only allow them to shoot with their weaker hand. Use netball footwork rules. MAIN PART

• Stealer Basketball Arrange the participants into groups of 8 to 12. Cone out a working area for each group. Within each group half of the participants start with a basketball while the others begin without one. Participants with a basketball while those who do not have one try to “steal” one. If a basketball is stolen from player dribbling, then the two participants switch roles. The participant with the ball tries to keep it, while the other participant tries to steal it. Inform participants that they may not steal a basketball from players that have just taken theirs. Play for a set time (e.g. 45 to 60 seconds) and see which participants have a ball at the end. Variation: Have more or fewer people in the group with a basketball to change the difficulty. Arrange each group into two teams of four to six. Each team has one to three basketballs. Participants from each team try to keep the basketball they have and also to steal their opponents’ basketball. At the end of a set time, count how many basketball each team has to decide the winning team.

• Team Shoot This activity develops shooting skills. Arrange the participants into teams of three to five. There should be two teams per basket. Cone out six shooting positions around each basket. The aim of the activity is for each team to score a basket from each of the shooting positions. Teams line up at opposite sides of the basket and the first participant in each team has a basketball. The first participant has a shot, collects his or her own rebound, passes the ball to the next player and joins the back of the line. This continues until any team member scores a basket. After a team member scores a basket, the whole team moves to the next shooting position and tries to score from there. The first team to score from each shooting position wins the game. Variations:

1. Allow every team member to have a shot from each shooting position and count up the combined number of baskets scores by each team.

2. Allow participants a set time from each shooting position .Again count up the combined number of baskets scores by each team.

3. As the participants improve, the amount of baskets scored from each position can be increased.

4. Only shoot with the weaker hand. 5. Netball: Play with the same rules as basketball.



COOL DOWN We analyse the session, the results, how to improve and incidences.

MATERIAL: balls, bibs ASSESMENT


VOCABULARY Language of learning. Award: premi Basket: cistella Shooting: llancament Cone out: senyala,marca Line up: en filera. Free throw-line:línia de tir lliure Miss out: omita, evita. OBSERVATIONS/ADVICES Warn participants to be careful of collisions. Ensure the size of basketballs and the height of the basket is appropriate for the participants’ age and experience. Demonstrate the game when playing it with a group for the first time. The key concept for participants to understand is that to score two points, they must score before the person in front of them. This is likely to happen if they score with their first shot when the person in front of them has missed his. Encourage players to dribble close to the hoop or take a lay-up for their second and subsequent shoots. Stealer Basketball: remind participants of the double-dribble rule (no bouncing with two hands or catching the basketball then starting to dribble again). If participants double-dribble, they lose their basketball. Team Shoot: the shooting position distance from the basket is dependent on age and ability. As teams move round they may need to shoot from a position that the opposing team is occupying. In this instance advise the group to miss out that particular position and go back to it when the opposite team has moved on. Smaller numbers in the groups mean that participants get more shots.





AIMS: • To work coordination, balance and skills like passing, bouncing, rebounding,

throwing, smashing, dribbling, rebouncing, shooting. • To work coordination, balance and skills. • To accept the rules of different traditional and popular games in Catalonia



WARM UP Each one has a ball and dribbles, bounces and throws in vertical and turns the ball. MAIN PART.

• Twenty-one

Arrange the participants into pairs or three around each basket. Participants line up around 3 to 5 m. from the basket .The front participants has a basketball. This person shoots then follows in for a rebound, trying to catch the basketball before it bounces. Irrespective of whether the first shot is scored or not, if the shooter catches the basketball before it bounces, he can attempt another shot. This must be taken from the spot where he caught the rebound. Participants take turns shooting from the starting point. It is possible to score either 3,2,1 or 0 points in the following ways. 1) 3 points: A player scores with his first shot, takes the rebound before it bounces

and scores with his second shot. 2) 2 points: A player misses his first shot but gets the rebound before the basketball

bounces and scores with his second shot. 3) 0 points: no basket scored.

Participants must remember to keep their own score and the winner is the first to score 21 points. Variations: 1. Vary the distance of the first shot depending on age and ability. 2. Participants themselves choose where they take the first shot. 3. Play for a set time (3 minutes) with the winner being the participant with the

highest total at the end. 4. For more experienced players, only allow shots with the weaker hand. 5. Play with an open rebound. This means that when one player shoots, his

opponent stands next to him. As soon as the shot has been taken, both players can compete for the rebound to score extra point.

6. Netball: Play with the same rules as basketball.

COOL DOWN: We can emphasize in the main rules of basketball and netball



MATERIAL: basketballs, bibs ASSESMENT

• Degree of skills: to run, to jump, to bounce, to shoot, to rebound. • Degree of participation. • If they have respected the rules, • Degree of participation. • If they have respected the rules

VOCABULARY Language of learning. Netball: a game. Shooting: disparar Rebounding: rebot. Score: marcar OBSERVATIONS/ADVICES Twenty-one: Demonstrate the activity first so that all participants know how to score points. Advise participants to follow in for the rebound as soon as the first shot is taken. If time is limited, play for smaller total, 15 points..



INTRODUCTION TO FOOTBALL Topic: UNIT 1: Introduction to football.


English. � Play in planned games. � Execute acceptably the basic gestures of

the football: pass, shoot, shooting, kick-off, dribbling, head over, lean back,

� Organise a football match themselves. � Watching a match on T.V and identify the

main technical gestures.


Level : 1er ESO

Timing: Sessions 27-28-29-39-31-32 6 Hours



• To select from their knowledge and communicate it in a variety of ways (e.g : talking, writing, representing with sign…)





Catalonia and Britain and to see if there is some similarities.




• To develop in a suitable way the H.M.B. • To play in group collaborating and

opposing • To tidy up and leave the classroom or




AIMS : � To understand and explain how each game is played, and the main concepts

and skills. � To value the importance that these kind of games has about their own culture i

its influence in our society. � To develop speaking and technical gestures in football � To apply the H.M.E.( specific motive skills.) of this sport in a real situation of

game.

TEACHING OBJECTIVES

LEARNING OUTCOMES

A.CONTENT A.CONTENT


-To introduce new games like: Admiral’s Inspection, Jail Football, Doctor-Doctor, Dogge the pass, Dribble gates, Dribble pass, pass the ball 3 against 1, 2 against 1, Head Catch, Rapid Fire, Shift it , Two touch. -To understand how these games are played. -To introduce a new vocabulary. -To explain the origin of many actual games.

Pupils will be able to … -Understand and memorise key vocabulary used in each game(Shielding skill, tip, clap, Bibs, tackles, head over, lean back, rounds, set up, switch lines, goalkeeper, passer, shooter, shot, mark, shot, pitch away, team, goal, foul, pass, off side, match the position, defender, midfield, tricker/attacker, wide player, touch line, penalty area, penalty spot, cornet flag, half time, kick-off, first half, extra-time, second half. -Execute acceptably the basic gestures of the football: pass, shoot, shooting, kick-off, dribbling, head over, lean back,


Games (Shielding skill, tip, clap, Bibs, tackles, head over, lean back, rounds, set up, switch lines, goalkeeper, passer, shooter, shot, mark, shot, pitch away, team, goal, foul, pass, off side, match the position, defender, midfield, tricker/attacker, wide player, touch line, penalty area, penalty spot, cornet flag, half time, kick-off, first half, extra-time, second half � Language for

learning -present simple and imperative: Complete, Identify, relate, link, fill in, match, locate, draw, read, answer, describe, look at, spread. Have to, shut up, hand to hand,

Pupils will be able to…. -See that some game are part a universal culture. -Compare games of Scotland with Catalan games. -Know the other culture, other people, -Practise according to fair play. -Appreciate better English as a learning language. -Valuate that this kind of game is a part of our culture. -Tidy up and leave the classroom or the pitch in orderly fashion -Follow rules and laws. -Be compassionate -Respect the property of others. -Take responsibility for your actions.



-Organize a football match a football match -Watching a match on T.V and identify the main technical gestures.



touch, tag, In groups, divide, chase, touch. -Relative: who, which, where… -Can, Could. -why. How many times, players… -Conditionals: If you observe… -There is , there are � Language

through learning.


ASSESSMENT CRITERIA: Pupils should be able to remember and describe each



CONTENT INTRODUCTION TO FOOTBALL/SOCCER.

AIMS: • To develop dribbling and shielding skills. • To accept the rules of different traditional and popular games in Catalonia



WARM UP Everyone has a ball and dribbles it running or walking or avoiding obstacles. The same than before but clapping.



MAIN PART • Admiral’s Inspection.

Cone out and area large enough to accommodate the whole group. Participants should imagine they are in the Navy and are not out at sea on a ship. Give each participant a soccer ball and instruct them to dribble their ball around the coned area. Participants should keep close control of their ball and stay inside the coned area. Various commands are given by you, each of them having a specific action or response that the participants must carry out.

This includes: 1. tip to starboard- Participants to dribble their soccer ball to a

nominated side of the coned area ( to stop the ship from capsizing) 2. Tip to port- Participants to dribble their soccer ball to the opposite

side of the coned area. 3. Pirate attack-you try to steal the player’ soccer ball and kick them

out of the coned area. The participants whose soccer balls are kicked out are allowed back into the area After they have completed a skill (e.g dribbling round the outside of the area.)

4. Admiral’s inspection- Participants must stand to attention and salute the inspecting admiral (one of them or ourselves.)

5. Hoist the main sail- Participants kick soccer balls into the air then try to catch them before they bounce.

6. Mutiny- Participants try to kick the other players’ soccer balls out of the coned area .Participants that lose their balls have to try to get somebody else’s and kick that out of the coned area.

Variation: Ask one of the participants to lead the game. COOL DOWN They play a match, in small groups, in a jail, with minimal rules. The goals are mattresses. There are no goal-keeper and we draw forbidden areas.



MATERIAL: soccer balls, bibs, bench. ASSESMENT

• Degree of skills: to dribble, to shield • Degree of participation. • If they have respected the rules, • Degree of participation.

VOCABULARY Language of learning. Shielding skill-protegir, defensar. Tip-punta Clap-picar de mans. Bibs-plastró Tackles-carrega, falta, entrada. OBSERVATIONS/ADVICES. These activities relate to soccer, including a mixture of games for warm-up activities and skill practices. They can collectively be used to develop passing, dribbling, heading, and shooting skills. Admiral’s Inspection: Add one new instruction at a time. Instruct participants how to salute correctly. If they get this wrong when the admiral makes his or her inspection, have them perform a fun challenge. Shielding and turns can be taught as the participants are playing the game. If “mutiny” is called participants attempting to steal a soccer ball from an opponent must be careful when they are making tackles.

UNIT 3 LESSON :28 1Eso

CONTENT INTRODUCTION TO FOOTBALL/SOCCER.

AIMS: • To develop dribbling and shielding and above all passing skills. • To work coordination, balance and skills. • To accept the rules of different traditional and popular games in Catalonia



WARM UP Everyone has a ball and dribbles it running or walking or avoiding obstacles. The same than before but clapping. We can put cones in all area, and they have to turn around them. MAIN PART

• Doctor, Doctor.



Arrange the participants into groups of 10m then separate each group into two teams of five, one of which wears bibs. Cone out two areas of 3 square meters. These should be positioned approximately 20m apart and are called the surgeries. There should be one surgery for each team. One participant from each team should be nominated to start as the doctor. They should stand in their respective surgeries. The remaining participants should be given a soccer ball. Start the game by shouting “go”. Participants with the soccer balls dribble up to an opponent and try to “injure” them .To do this they pass the soccer ball at them, attempting to hit them bellow to knee. Participants can avoid being hit (and therefore, “injure” are not allowed to move. They should kneel on the ground with their soccer ball under them. They can rejoin the game if they are tagged by their doctor, who must run out of his surgery to do it. If the doctor does leave the surgery, the opposing team can win the round by hitting him with the soccer ball. Again this should be below the knee. One round lasts until one of the doctors has been hit, when the opposing team scores a point. Continue the game until all of the participants have had a turn as the doctor. The winning team will be the one that has scored the most points at the end of the game. Variation: Play without doctor and give all the participants a ball. If a player gets hit, any team-mates can tag him, enabling him to rejoin the game. A team wins if all the opponents are injured at the same time. If this does not happen in a set time (3mn) count up the number of hits each team has scored to decide the winners. Large groups: It’s possible to play with three teams. Use bibs to identify each team. Participants score points for their team

COOL DOWN. We can explain some of the rules of football.



MATERIAL: Cones, one bib between two, one soccer ball each. ASSESMENT

• Degree of skills: to dribble, to shield, to pass. • Degree of participation. • If they have respected the rules, • Degree of participation

VOCABULARY Language of learning. Shielding skill-protegir, defensar. Tip-punta Clap-picar de mans. Bibs-plastró Tackles-carrega, falta, entrada. OBSERVATIONS/ADVICES

Doctor: Inform the participant of the general tactics of the game. These should be to hit. The outfield players first, then hit the doctor as they try to help their injured team-mates. Injured participants shout for help by calling”doctor, doctor”. Make sure those participants who are hit stay where they are and don’t move closer to the doctor. Add the “house call” rule. When you call out “house call” the doctor must leave the surgery to help any injured participant. This helps speed up the game and allows those who are injured to be freed and join in the game again.

UNIT 3 LESSON :29 1eso

CONTENT INTRODUCTION TO FOOTBALL/SOCCER

AIMS: • To develop dribbling and shielding and above all passing skills. • To work coordination, balance and skills. • To accept the rules of different traditional and popular games in Catalonia



WARM UP Everyone has a ball and they dribble it running or walking or avoiding obstacles. The same than before but clapping. We can put cones in all area, and they have to turn around them. They work in couples and practise passing. Touching the ball with different parts of the foot.



MAIN PART • Dogge the pass.

Use this activity to develop passing skills, including the accuracy and timing of a pass. Arrange the participants into groups of 10 to 12. For each group, cone out a rectangular area about 15x20 m. Each participant should place a soccer ball on one of the longer sides of his area. Two participants are chosen to be “passers”. They should stand by the soccer ball, one on each side of the area. The remaining participants are runners and stand on one of the shorter sides. When they are set up, start the game by shouting “go”. The runners attempt to cross to the opposite side of the area, avoiding the soccer ball kick at them by the passers. The passers try to kick the soccer ball at the runners, aiming to hit them below the knee. They should not kick the soccer balls too hard and should go for accuracy rather than power. The passers can kick any of the soccer balls placed on their side of the coned area. Any runner hit become passer and moves to the other side of the area. The game continues until there is one runner left, who wins the game. The winner and the last person hit should become the passers for the next game. Variations: -this game can be adapted when coaching young goalkeepers. They roll the ball underhand instead of kicking it to hit the runners. -Game variation: Play in teams. Participants in one team begin as passers while those in the other team start as runners. Runners continue going across the area even if they have been hit. Count up all of the hits in five rounds, then swap the teams roles. Once each team has had a go at passing, the team scoring the most points wins the game.

• Dribble Chase.

Cone out an area large enough to accommodate the whole group. Arrange the participants into pairs and number them one and two. Number one starts as the chaser and is given a soccer ball. When they are set up, start the game by shouting “go” Number two moves around the coned area, trying to stay as far away from the chaser as possible. The chasers follow their partners dribbling the soccer ball, trying to stay as close to them as possible. Halt the game by shouting “stop” At this point all participants should stop and stand still, with the chaser putting one foot on top of the soccer ball. Number two turns around and faces their partners. Chasers then pass the ball at their partners, attempting to hit them below the knee. A point is awarded if the chaser hits with the pass. Participants swap roles and repeat the game. Play for a set time (e.g.3minutes) or until one of the partners has scored a set number of points such as five.( this activity could be used like warn up)



COOL DOWN We speak about the former activities and some of them help to collect the material. MATERIAL: soccer balls, bibs, ASSESMENT


VOCABULARY Language of learning. Head over-copejar amb el cap Lean back-inclinar-se per enrera. Rounds-cercle OBSERVATIONS/ADVICES Dogge the pass: Warn participants to be careful of collisions. Watch carefully for player hitting the ball too hard or too high. Ensure the participants know why the ball must be kept low and how to do this. They should do the following:

1. Keep their head over the soccer ball as they strike it and not lean back. 2. Use the inside of the foot to pass the ball. 3. Hit the ball just above its centre.

Runners should be given 10 seconds to get across to the other side of the coned area. After each run, ask all the participants to collect the soccer balls and return them to the sides to speed up the game. Dribble chase: Watch carefully for participants moving after the stop command is given Change the partner after each game to maintain motivation. Instruct the participants to keep their own score. Reinforce the key factors of dribbling: keep looking up between touches, keep close control of the ball, use all parts of both feet to move the ball.





AIMS: • To control the ball and to develop dribbling and shielding and above all

passing skills. • To work coordination, balance and skills. • To accept the rules of different traditional and popular games in Catalonia

and Britain. • To have a shower after each class • To respect the material and take care of it, as well as to help the teacher

collect it. WARM UP In groups of three, pass the ball and trap it. MAIN PART

• Dribble gates. Cone out a lot of gates, these being two cones placed 1m apart. There should be approximately one gate per participant. Give the participants a soccer ball each and instruct them to dribble their ball through as many gates as they can in a minute. When they are set up, start the game by shouting “go”. Participants dribble around the area trying to dribble through all the gates. Ask the participants to keep score of how many they dribble through and ask them to call out their score each time they pass between the cones forming the gate. If they go through every gate, instruct them not to stop but to go back through some of the gates again. Variations -Participants work in pairs, one being a “dribbler” while the other is a defender. The defender attempts to slow the dribbler by getting to a gate first to prevent him or her moving through. If blocked, the dribbler must move to a different gate. This is a good variation. If there are not enough soccer balls for participants to have one each. -Change the size of the area and the gates to change the difficulty -Participants are only allowed to use one foot to dribble the ball. -Two defenders are chosen. The defenders attempt to steal the soccer balls from the other participants and kick them away (not too far though).

• Dribble pass. Arrange the participants into groups of 10, then separate each group into teams of five. One team wears coloured bibs. Cone out a large working area of approximately 12 square metres, for each group. Teams stand on opposite side of their area with each of the participants from one team having a soccer ball. These participants are called “chasers”. When they are set up, start the game by shouting “go”. The participants from both teams move around staying inside the area. The chasers try to dribble their soccer ball at them, aiming to hit them below the knee. They should not kick the soccer ball too hard and should go for accuracy rather than aimed passes. Their opponents try to avoid being hit by dodging out of the way of passes aimed at them. Instruct the chasers to keep score of how many times they hit an opponent. Total up the number of hits this team gets after a set time period such as 2 minutes. The teams should swap roles and line up ready to start the game again. When both teams have had two turns chasing, the team scoring the most hits wins the game (this activity could be done to warn up.)



Variations: Do not separate groups into teams but start with two chasers, the rest being”runners”. Each time a runner is hit he collects a soccer ball and becomes a chaser. The game continues until there is one runner left, who wins the game. The winner and the last person hit should become the chasers for the next game. COOL DOWN Everyone with a ball tries to dribble a row of cones. MATERIAL: cones, one soccer ball for each. ASSESMENT


VOCABULARY Language of learning. Set up- organizats, preparats. OBSERVATIONS/ADVICES Dribble gates /Dribble pass With younger participants, use different-coloured cones for each gate so they are easily identified. For example, use two white cones for one gate, two green cones for another, and so on. Keep looking up between touches. Keep close control of the ball Use all parts of both feet to move the ball. Dribble pass



AIMS:

• To control the ball and to develop dribbling and shielding and above all passing skills.

• To develop shooting and goalkeeping skills. • To work coordination, balance and skills. • To accept the rules of different traditional and popular games in Catalonia


collect it. • To have a shower after each class/ or to change tracksuit.



WARM UP Pass the ball 2 against 2 Pass the ball 3 against 1 MAIN PART

• Head Catch This activity can help develop participants’ confidence and skill in heading the ball. It is best played with small groups of fewer than 12 participants. Instruct the participants to make a circle around you, standing approximately 5m away, and inform them of the rules. These are that you will face each one of them in turn and lob the ball gently underarm towards their heads. As soon as the ball has been released, you will shout either “head” or “catch”. The participants must do the opposite. So if you shout “head “ the participants should catch it. If “catch” is called, the participants must head it back to you. The participants’ aim is to carry out the correct action, scoring a point each time they do so. The activity continues for a set time (e.g.3 to 5 minutes) with the participant scoring the most points at the end winning the game. Variations. Older participants get them to kneel if they perform the wrong action. They continue in the game, but if they make another mistake they sit down. Older or more able participants can work in smaller group or pairs with one of them throwing the ball and one heading . They must be able to throw the ball accurately to do this.( fun and games.)

• Rapid fire Arrange participants into groups of 10 and then separate each group into two teams of five. Teams should be numbered one and two and those in team one should wear bibs to identify themselves. Each group of 10 should be set up around a goal. Three participants from team one starts as “passers” and line up on the goal line 10 m. to the right of the goalkeeper. The other two participants from the edge of 18-yard box. They should be positioned diagonally across the box from the passers. Team two is set up in a similar way. Again two participants begin as shooters and two as passers, but this time they are on the other side of the goal from team one. The remaining participants from both teams need a soccer ball and the spares are placed beside them. The first passer from team one shoots to strike a goal. After the shot all the participants rotate positions. This occurs throughout the game in the following sequence:

1. Passer to shooter- the passer runs around the back of the opponents’ shooters to their own shooting line.

2. Shooter to goalkeeper –the participant who took the last shot goes into goal for the next shot from the opposing team.

3. Goalkeeper to passer- after attempting to save a shot, the goalkeeper moves to his or her team’s passing line.

If this sequence is followed correctly, the shooter should always be facing a shot from an opponent. Players in team one should shoot with the left foot through this round. Rounds should last for a set time (e.g.3minutes) and teams should switch lines at the end of each round. Keep score of how many goals are scored, and the team scoring the most after four to six rounds wins the game.



Variation:

1. If you have goalkeepers use them in goal instead of everyone having to take a turn in goal. Participants therefore move straight from shooter to passer.

2. Small groups: With smaller groups participants can play individually, organised like one of the teams in the standard version. Play rounds, but ensure the participants change the order in which they go so that they are not shooting against the same opponent each time. Participants gain a point each time they score a goal, with the winner at the end being the person with the most points.

3. Small groups: Another way of playing this activity individually is to start each participant on three points and three “lives” while they are in goal. Participants try to avoid losing a point and thus a life for each goal that is score past them. Goalkeeper stay in goal until they save a shot or an opponent misses the goal. In this instance the shooter replaces the goalkeeper. When goalkeepers lose their last point, the player who knocked them out of the game becomes the goalkeeper.

COOL DOWN We can explain incidents in both games. Collect the material



MATERIAL: cones , one soccer ball each ASSESMENT

• Degree of skills: to dribble, to pass, to shoot, • Degree of participation. • If they have respected the rules, • Degree of participation

VOCABULARY Language of learning. Switch lines: traslladar. Goalkeeper-porter Passers-el jugador que passa la pilota Shooters-el que llença a porta. Shot :tir Shoot : disparar. OBSERVATIONS/ADVICES Head Catch: Ensure your throw is accurate. It should not be too low as this can sometimes strike the participant on the nose if they miss-time their header. Instruct them to keep their eyes open when they head the ball. Ensure the ball has no frays or pieces of leather hanging off it. If playing on a wet day, ensure all mud is cleaned off the ball before lobbing it to the participants. Rapid fire: Ensure the pass is weighted correctly. It should almost have stopped as the shooter strikes at goal. When standing to the left of the goalkeeper, shooter should use his left foot to shoot and vice-versa. Some participants will try to use their dominant leg on both sides. Try to ensure they practise shooting with both legs. Key coaching points of shooting include: go for accuracy before power (hit the target), use the laces to strike the ball, keep an eye on the ball, take a high back-swing and follow through with the kicking leg, lock the ankle of the kicking foot, place the standing foot beside the ball and pointing toward the goal.



AIMS: • To develop accuracy of passing as well as the correct weigh of a pass. • To control the ball and to develop dribbling and shielding and above all

passing skills. • To work coordination, balance and skills. • To accept the rules of different traditional and popular games in Catalonia

and Britain. • To respect the material and take care it , as well as to help the teacher




WARM UP In pairs: Pass the ball to each other, trap with your feet and return it MAIN PART

• Shift it Arrange the participants into groups of 10 and separate them into teams of five. Each group should be set up as shown in the figure. Cone out an area approximately 15x35m. Using more cones, the end zones at opposite sides of the area. The zone between the teams is called “no man’s land’. This should be approximately 5m wide and in the centre of the area. Give each participant a soccer ball and when they are set up, start the game by shouting” go”. Participants attempt to pass the ball into their opponents’ zone. The aim of the game is to have as many balls as possible in the opposing team’s zone when the game is stopped. Any balls that are kicked into a team’s zone should be passed back across to their opponents’ zone when the game is stopped. Participants should aim weight the pass correctly. Therefore, the soccer ball should be kicked gently as it will stop into no man’s land and not too hard, otherwise it will go out of the back of the opponents’ zone. Balls that travel out of the opponents’ zone area are counted against the kicker’s team. Play for a set time (e.g.1 to 2 minutes) then end the game by shouting “stop” Each team scores a point for every ball in the opposing team’s zone and any ball kicked out of the back of their own zone. The team with the bigger number of points wins the game. Variations: -One participant from each team stands at the back of the opposing team’s zone and is allowed to kick any balls that have rolled out of the zone back into it. -Participants are only allowed to pass the soccer ball with one foot. -This game can be adapted for use in hockey

• Two touch

Arrange the participants into groups of four and cone out a “court “ for each one ( see figure). Within each group, participants are separated into teams of two and each team stands in one half of the court. The court is approximately 5x10m, divided in the middle by a “mini-goal”. The mini-goal is marked out using two cones and is approximately



1.5m wide. One participant begins with the ball, becoming the “server”. The server stands behind the “baseline” on his side of the court and passes the ball through the mini-goal to the opponents’ half to start a “rally”. The serving team has one chance only to get the ball through. If the ball goes through the mini-goal the players from the opposing team are allowed two touches to get it back through to their opponents. Team-mates must both take a touch, which means that one should control the ball and their partner should pass it back through the mini-goal. This continues until one team has won the rally.

A rally can be won if the following conditions are present. � A participant kicks a ball that is missed by an opponent and leaves the

area crossing their baseline. The ball must roll over the baseline. � An opponent misses the mini-goal with the second touch. � Opponents do not get the ball back through the mini-goal in two

touches. They cannot take fewer than or more than two touches. They must each have a touch of the ball, as mentioned earlier.

� An opponent takes a shot that goes through the mini-goal but crosses out of the court down one of the sideline.

� A participant lets an opponent’s shot go if it leaves the area see the baseline.

Like in badminton if a rally is won by the serving team, the servers score one point and the same server starts the next rally. The server continues to serve until his team has lost a rally. If the serving team loses the rally, the opposing team does not win a point as points can only be won by teams when they are serving. This means when receiving service, a team tries to win a rally so that to have the opportunity to serve and therefore score points. Just like in doubles play badminton when a team wins a service back from his opponents, both players will have their chance to serve. This is except for the first inning when only the first server gets to serve. COOL DOWN We meet them and we explain incidents and rules not respected and we explain the way to improve our game.



MATERIAL: cones , one soccer ball each ASSESMENT


VOCABULARY Language of learning. Keep their head over the soccer ball as they strike it and not lean back. Mark out: marcar, senyalar. OBSERVATIONS/ADVICES Shift it:

1. Make sure the participants are aware of where the opposition is standing so that they do no kick the ball at them.

2. Warn participants to be careful of collisions. 3. Watch carefully for players hitting the ball too hard or too high 4. Ensure the participants know why the ball must be kept low and how to do this.

• Keep their head over the soccer ball as they strike it and not lean

back. • Use the inside of the foot t pass the ball • Use the inside of the foot to pass the ball • Hit the ball just above its centre.

.



INTRODUCTION TO RUGBY Topic: UNIT 4: Introduction to Rugby.


English. � Play in planned games. � Execute acceptably the basic gestures

of the mini-tag and rugby: tackled, dummy pass, forward pass, try, knock-on, maul and rock.

� Organize a match of mini-tag themselves.

Subject : Physical Education.

Level : 1er ESO

Timing: Sessions 33-34-35-36 4 Hours



• To select from their knowledge and communicate it in a variety of ways (e.g. : talking, writing, representing with sign…)





Catalonia and Britain and to see if there is some similarities.




• To develop the H.M.B • To play in group collaborating and

opposing • To tidy up and leave the classroom or




AIMS : � To understand and explain how each game is played, and the main concepts

and skills. � To value the importance that these kind of games has about their own culture i

its influence in our society. � To develop speaking and technical gestures in Rugby. � To apply the H.M.E.( specifically motive skills.) of this sport in a real situation of

game.

TEACHING OBJECTIVES

LEARNING OUTCOMES

A.CONTENT A.CONTENT


-To introduce new games like: Attacking Run, Catch Tag, Don’t let them Drop, Draw and pass, Try, How fast can pass, Keep away, number attack, Renovable Rugby. -To understand how these games are played. -To introduce a new vocabulary. -To explain the origin of many actual games.

Pupils will be able to … -Understand and memorise key vocabulary used in each game(bib, dodging, tackle, dummies, slippery, pairs, partner, randomly, line up, attackers, zones, pass forward, goal line, try, knock-on, maul, rock, mini-tag, -Execute acceptably the basic gestures of the mini-tag and rugby: tackled, dummy pass, forward pass, try, knock-on, maul, and rock. -Organize a match of mini-tag themselves. -Watching a match on T.V and identify the main technical gestures.

B.COGNITION To offer opportunities to pupils to : -apply new understood concepts -Synthesize knowledge (by describing games.)



Games (bib, dodging, tackle, dummies, slippery, pairs, partner, randomly, line up, attackers, zones, pass forward, goal line, try, knock-on, maul, rock, mini-tag, � Language for

learning . -present simple and imperative: Complete, Identify, relate, link, fill in , match, locate, draw, read, answer, describe, look at, spread. Have to, shut up, hand to hand, touch, tag, In groups, divide, chase, touch. -Relative: who, which, where… -Can, Could. -why. How many times, players… -Conditionals: If you observe… -There is , there are � Language

through learning.

-Language to carry out the tasks -Language which

Pupils will be able to…. -See that some games are part a universal culture. -Compare games of Scotland with Catalan games. -Know the other culture, other people, -Practise according to fair play. -Appreciate better English as a learning language. -Valuate that this kind of game is a part of our culture . -Tidy up and leave the classroom or the pitch in orderly fashion -Follow rules and laws. -Be compassionate -Respect the property of others. -Take responsibility for your actions.



--create new games, with new rules. -practice the game.

appear spontaneously in conversations between them and me

ASSESSMENT CRITERIA: Pupils should be able to remember of describing each



CONTENT INTRODUCTION TO RUGBY

AIMS:

• To develop attacking skills when in possession of the rugby ball. Use this activity:

• To develop passing and dodging skills • To work coordination, balance and skills. • To accept the rules of different traditional and popular games in Catalonia



WARM UP In pairs, they pass the ball when moving. Taking the ball by strings with fingers. They try that drive ahead and turn. MAIN PART

• Attacking Run. Arrange the participants into groups of 15.Set up each group as shown in figure. Cone out a large working area for area for each group. Split each area into five segments called “defensive zones”. Choose five defenders from each group. One defender stands in each of the zones. Instruct the defenders. They can move anywhere they like inside their zone, but cannot leave it. The remaining participants start as attackers and line up on one of the end goal lines, each with a rugby ball. When the participants are set up, start the game by shouting “go” On this command the attackers have to run to the opposite side of the area, getting past all the defenders to score a try. They have to get there without being tackled by any of the defenders. Any attackers who are tacked switch with the defender for the next round . Play for a set time, counting up the amount of tries score by each participant. The players who have scored the most tries at the end of the time win the game. VARIATIONS.

� Attackers have half the number of rugby balls. They work with a partner to get



one rugby ball through to the other side of their area. This means attackers can pass the rugby ball to their partner. If they are about to be tackled.

� Play with full-contact tackling allowed. � Separate each group into three teams.Teams should be identified by different-

coloured bibs. One team defends, while the other two attack. The attackers attempt to run through each zone to score a try in order to earn a point. Any of the attackers who get tackled do not score and have their rugby ball removed. This means they have to act as supporting players and help to get the ball through the next time their team-mates run through the area.

� Continue until all the rugby balls have been removed, then change the defenders.

� On smaller groups, attackers run one at a time, and see how far they can get without being tackled.

� Sport-specific: This game can be adapted for use in other specific sports. For example, soccer players can dribble a ball through the area, while defenders attempt to tackle them.

• Catch Tag Arrange the participants into groups of four. Cone out an area approximately 10m2 for each group, see figure. Each group should nominate one runner and three chasers, then give one of the chasers a rugby ball. As soon as the game begins, all the participants must stay inside their area. The runner moves around avoiding the chasers. The chasers try to tag the runner with the rugby ball by touching him with it. The rugby ball must be in a chaser’s hand to tag the runner and cannot be thrown at them. The chasers are not allowed to move if they have possession of the rugby ball. They can move if they do not have the rugby ball, so they should support their team-mates by moving next to the runner. A tag only counts if the runner is touched on the back or arms with the ball. It should not be pushed into the front of their body, at their head or in their face. Continue until the runner has been tagged or for a set time, such as I minute. Change the runner then start the game again. Variation

� Participants work in groups of 16, and the areas they are working in are joined by a channel (see figure). Chasers are allowed to move to a different area, but they must move through the connecting channel to get there. Chasers can tag any of the runners. Continue until all the chasers are caught, or for a set time



(e.g.1 minute) � Play a team game in one large area. One team starts as runners whereas the

other team begins as chasers. The chasers work in pairs with one rugby ball per pair .The pairs try to tag as many runners as possible in a minute. if runners are tagged, they continue in the game but try to avoid being tagged again. Count how many times the runners are tagged, then swap the teams over so that the runners become chasers and vice versa. After both teams have had a chance to chase, the winning team is the one that has tagged the most opponents.

� Play one game involving all of the participants inside a large area. Four participants begin as chasers, while the rest are runners. The chasers are given a bib each and are separated into pairs. Each pair should have a rugby ball. If a pair of chasers tag a runner, this person puts a bib on then joins the pair who tagged him or her. If a group of three chasers tags a runner, the runner becomes a chaser, but the four separate into pairs. One pair will need to collect a rugby ball before they rejoin the game.

COOL DOWN We can ask about which kind of problems they have had in each games and if everyone has respected the rules Which game did you like more? why? Did you find rules easy or with any difficulties to apply?



ASSESMENT

• Degree of skills: to pass, to tackle, to dodge. • Degree of participation. • If they have respected the rules. • Degree of participation

VOCABULARY of learning. Bib: plastró Dodging: dribbling, avoid. Tackle: block. Placatge OBSERVATIONS/ADVICES Use tag or hanky to dodge , side-step, swerve and change pace to get past The defenders. Runners should carry the rugby ball in both hands. Catch the Tag: -Leave a 2 metre gap between each group’s areas. This should reduce the risk of dropped rugby balls rolling into another group’s area. Ensure chasers do not tag too hard with the rugby ball. Ensure that chasers do not throw the rugby ball to make a tag. The rugby ball must be in chaser’s hand to touch the runner. One of the participants have grasped the game, you may notice that they use different types of passing techniques. Encourage them to use correct rugby passing techniques, such as the lateral pass. -Change the number of chasers to make the game suitable challenging, depending on the ability of the players. Having more chasers usually makes it easier to tag the runner. -With younger or less experienced participants, allow the chasers two steps when they have possession of the ball. This should make it easier for them to tag the runner.



AIMS:

• To develop passing and receiving. • To develop attacking skills when in possession of the rugby ball. Use this

activity • To develop passing and dodging skills • To work coordination, balance and skills. • To accept the rules of different traditional and popular games in Catalonia





WARM UP • Don’t let Them Drop

Arrange the participants into groups of four. Each group makes a T-shape as shown in figure. Participants are numbered one to four with numbers one and four starting with a rugby ball. The participants in the centre (number two is the focus player) as they are working more intensely than the others. The participants pass the rugby ball in the following sequence.

� Number four passes to number two. � Two passes the rugby ball back to four. � One passes to two. � Two passes to three. � (Repeat of first move) Four passes to two. � (Repeat of second move).Two passes back to four. � Three passes to two. � Two passes to one.

Participants make eight passes with participants number two making four out of the eight passes. The sequence can be repeated for a set time (e.g. 1 to 2 minutes) or until a rugby ball has been dropped. Participants rotate position and continue the activity until each of them has been the focus player. MAIN PART

• Draw and pass.

Arrange the participants into groups of nine. For each group, cone out a channel approximately 10x20 m. In each channel participants work in smaller groups of three. In each of these groups on the side of the channel (see figure) one of the attacker try to score a try, going against the defender. The attacker runs down the side of the channel then into it around the last cone on that side. The defender runs in the opposite direction and into the channel by crossing de goal line. Once in “draw and pass”. This means they attract the defender to them then pass to the support player, who should have a clear run to the goal line. Defenders can stop a try being scored by tackling the ball carrier or forcing the ball carrier out of the channel. Any try is disallowed if the attackers break one of the laws of the game (e.g. make a forward pass or knock the ball on). Once the attack is finished, one of the attackers switches roles with the defender then joins the back of the relevant line.



After these three participants have moved out of the channel, the next three can begin. Continue until all participants have had five turns as the defender. COOL DOWN We can ask about which kind of problems have had in each games and if everyone has respected rules Which game did you like more? Why? Did you find rules easy or with any difficulties to apply? ASSESMENT

• Degree of skills: to pass, to tackle, to dodge. • Degree of participation. • If they have respected the rules, • Degree of participation

VOCABULARY Language of learning. Bib: plastró Dodging: dribbling, avoid. Tackle: block. Placatge OBSERVATIONS/ADVICES Draw and pass

1. There are a number of technical aspects that could be mentioned to the participants, as follows, the ball carrier should:

� Draw the defender before passing, � Keep checking to see where his supporting team-mate is, � Use dummy passes to deceive the defender, � Pass backwards if giving the ball to his partner.

2. the support player should: � stay slightly behind the ball carrier, � not run too close or too far away from the ball carrier, � give a target with his hands to show where he wants to receive the pass.





AIMS:

• To develop attacking skills when in possession of the rugby ball.

• To use this activity to develop passing and dodging skills • To work coordination, balance and skills. • To accept the rules of different traditional and popular games in Catalonia



WARM UP

• Try

Cone out a rectangular area, large enough to accommodate the whole group. The shorter sides are designing the goal lines for this activity. Arrange the participants into pairs, giving one participant from each pair, a rugby ball. Participants run around the area passing the ball back and forth with their partner. If you shout the command “try” the participants in possession of the rugby ball becomes the attacker. The attacker attempts to score a try by running to either of the goal lines and touching the rugby ball down on or over the line. Their partner becomes a defender and attempts to stop the attacker scoring by tackling them. A point is awarded to the participant who is successful. Pairs begin moving and passing again ready for the next call of try. Play for a set time, such as 3 minutes. Within each pair, the winner at the end of this time is the one who has score the most points MAIN PART

� How fast can you pass. Arrange the participants into groups of six to eight and give each group a rugby ball. Participants stand in a circle, facing the centre, with a gap of approximately 5m between each of them. One of the participants is made the “runner” and competes against the rest of the group in a race. The runner starts by passing the ball to the person standing next o them. The runner wins the race if they get back to their starting position before the ball is passed to the first catcher, vice versa. The next participant in the circle now has the ball and becomes the runner starting the next race off in the same way.

� Keep Away Arrange the participants into groups of four or five. Cone out an area approximately 7m² for each group. Participants must stay inside the area they are working in. Each group nominates one “defender”. The remaining participants are “passers.”, one of them being given a rugby ball. The passers are not allowed to move when they are in possession of the ball and try to make 10 passes. The defender tries to intercept passes or tackle the ball carrier before the passers can make 10 passes. At the end of each game change the defender and start the game again. The passers succeed if



they make the 10 passes without dropping the ball. The defender succeeds if they tackle an opponent when they have possession or intercept a pass. The defenders also succeed if one of the passers drops the rugby ball, moves when he has possession of the ball or receives a pass outside his coned area. COOL DOWN We can ask about which kind of problems have had in each games and if everyone has respected rules Which game did you like more? Why? Did you find rules easy or with any difficulties to apply? ASSESMENT


VOCABULARY Language of learning. Bib: plastró Dodging: dribbling, avoid. Tackle: block. Placatge Dummies: maniqui Slippery: relliscós Pairs; Parelles Partner: company de parell Couple: dos OBSERVATIONS/ADVICES Use tag or touch rules for tackling. Full contact tackling should only be incorporated when participants have been taught the correct techniques. Warm participants to be careful of collisions. Leave at least a 2-metre gap between each group’s areas. This should reduce the risk of dropped rugby balls rolling into another group’s area.



AIMS::

• To develop attacking and defending skills when in possession of the rugby ball.

• to develop passing and dodging skills • To work coordination, balance and skills. • To accept the rules of different traditional and popular games in Catalonia

and Britain.



• To respect the material and take care of it, as well as to help the teacher collect it.

• To have a shower after each class WARM UP

• Tag

Everyone has a Velcro bell with a tail, the class is divided in groups, one of the teams is chaser. Each one tries to take the most of tags, when a team finishes, the time is checked. The team which finishes in less times wins

MAIN PART

• Numbers Attack

Arrange the participants into groups of 10, then separate each group into teams of five. Cone out a working area for each group approximately 20x30m (see figure). One team in each group wears bibs. Number the players in each team one to five. Teams stand at the opposite sides of the area and take turns to attack and defend. Place half of the rugby balls beside each team. The instructor calls out one of the numbers, and participants so numbered compete against each other. The player for the attacking team picks up a rugby ball and runs to the end of the area. Attackers enter the area by crossing their own goal line. Meanwhile their opposite number has run to the opposite end, again entering the area by crossing their own goal line. The attacker attempts to run past the defender then score a try. The defender attempts to stop a score by tackling the attacker. After a try has been scored or a tackle made, both participants return to the starting position ready for you to call out the next number. Participants should be reminded which team is attacking and defending before each number is called. The game continues until one team has score a set number of tries (e.g.10) or for a set time (e.g.5 minutes). VARIATIONS

� Allow participants to kick the rugby ball when attempting to beat opponents. � Call more than one number, but only the first participant should pick up a rugby

ball. � Throw a rugby ball into the middle of the area then call out a number.

Participants compete to get to the rugby ball first. Whichever participant does so, becomes the attacker, while their opponent defend.

� Change the rules so that the defenders work in pairs taking turns to prevent their opponents scoring. Call out two to five numbers for the attackers.

� This game can be adapted to soccer. Set up goals in the middle of the goal lines. The attackers attempt to score in the opponent’s goal but must cross the halfway line before shooting.



� Removable Rugby Groups of 12, then separate each group into teams of six. Each group should be set up as shown in the figure. Cone out a large area for each group approximately 30x40 m. Teams stand on the shorter sides of the area at opposite ends, facing their opponents. One team wears bibs and defends their goal line while attacking the line the opposing team is standing on. A rugby ball is placed on the ground 5m in front of each participant. Start the game by shouting” go”. All participants move into the area, pick up a ball then attempt to score a try by touching it down over the opposing goal line. Obviously, with no defenders, all the participants should manage to do this. Participants are set up again but will be attacking in the opposite direction from the last round. The rugby balls are again placed on the ground, but this time, remove one ball from each team. As all the participants cannot pick up a rugby ball, teams now have a decision to make. The spare participant can either defend, attempt to tackle opponents carrying a rugby ball or support their own players who do have one. Again a point is score for each try, but this time if a participant is tackled, their ball is out of the game for that round. Once again line up the participants so that they are attacking the opposite goal line, then remove another rugby ball from each team. The game continues until all the balls have been removed. The team scoring the most points wins the game. VARIATIONS

� Start with rugby balls placed randomly in the working area. Participants can pick up any one of them to score.

� Rugby balls are placed in front of participants from one of the teams who begin as attackers. They continue for as many rounds as they can. Rugby balls are removed only if one has been dropped or if a tackle has been made. Thus if all the attackers are tackled in the first round, they have score no tries and have all their rugby balls removed. However, if they all scored they will still have all the balls for the next round. The attackers continue until all the balls have been removed, then they switch places with the defenders. The team that attacks second tries to beat the score set by its opponents.



COOL DOWN We can ask about which kind of problems have had in each games and if everyone has respected rules Which game did you like more? Why? Did you find rules easy or with any difficulties to apply? ASSESMENT


VOCABULARY Language of learning. Bib: plastró Dodgins: dribbling, avoid. Tackle: block. Placatge Randomly: sort , atzar Line up: OBSERVATIONS/ADVICES Numbers Attack: Where appropriate, ensure that participants from opposing teams are numbered to match their ability. Change the numbering frequently so that participants can have a go against other opponents. Again attempt to match up competitors by ability where possible. Vary the order the numbers are called in to keep the participants on their toes. Removable Rugby: Remember to keep score of how many tries each team has scored. Any Rugby balls knocked on or passed forward are out of the game for the remainder of the round. Encourage the teams to decide on their tactics before each round. SAFETEY TIPS: Use tag or touch rules for tackling. Full contact tackling should only be incorporated when participants have been taught the correct techniques. Warn participants to be careful of collisions.



NOTE: The Student’s Guide has six units: TRADITIONAL and POPULAR GAMES in CATALONIA and BRITAIN, INTRODUCTION TO BASKETBALL, INTRODUCTION TO FOOTBALL, INTRODUCTION TO RUGBY, THE HUMAN BODY, and MISCELLANEOUS. The last two units can easily be used in the Teacher’s guide, and prove to be helpful in daily practice, especially the vocabulary related to the human body. All the activities should be read in the classroom and translated if necessary. We can work in small groups of about 2-3, and after - group by group – Each group has to explain to the rest of the class the main rules of each game, and how it is played. They can use the whiteboard and coloured markers. With regard to the 1st UNIT, we use power points which are in the supplementary material section, as well as videos related with traditional Scottish games played in the Highlands. This will help the pupils to better understand the rules of the games. The exercises of the student’s book can be made in the classroom as long as the pupils are able to use the INTERNET.



SOLUTIONS FOR STUDENT’S BOOK

ACTIVITY 1

1. Locate the following cities in the map: Glasgow, Edinburgh, London, Cardiff, Belfast, Dublin

2. Draw England in red colour. Wales in green. Ireland in yellow, Northern Ireland

in brown and Scotland in blue. Solutions



ACTIVITY 2

Read the text and answer

Solutions

• Could you identify three popular sports in Great Britain?-

football, rugby, hockey

• Carry out research on Lawn Ball

Lawn bowling is a popular game across the world and suitable for participants of all ages. The object of lawn bowling is to roll a ball, or bowl, closest to the target ball, a small white ball called a jack. The ball's design, slightly flattened on one side, creates the challenge of the game. The shape of the ball causes it to travel a curved path, or bias.

• Could you say a typically English sport and not Scottish or Irish?

Cricket is an English game. Not many Scots, Irish or Welsh play it. Many other games that are English in origin have been accepted with enthusiasm in other countries; cricket has been seriously and extensively accepted only in the Commonwealth, particularly in Australia, India, and Pakistan.

• In the USA, what name is given to the game of football?

Soccer

• Identify three UK cities which are known for the high level of support they receive for their football teams.

Manchester, Liverpool, Birmingham

• With respect to football, why do the English have a bad reputation in the rest of Europe?

British football today has a bad name at home and abroad because of the violence of some groups of supporters.

• How was the rugby invented?

A teacher at Rugby school, while playing football, decided that it would be better to pick up the ball and run with it. Rugby is especially popular in Wales and the north of England. It is played with an oval shaped ball on a field by teams of 15 men.

• Could you say how many players take part in a team of rugby?

15



• Could you describe “the Boat Race”?

The annual Boat Race between Oxford and Cambridge universities on the river Thames is, however, one of the most popular sporting events of the year.

• Could you identify three of the most popular types of racing in England? Horse-racing, motor-car racing, boat-racing,

ACTIVITY 3. Read the passage below and answer the questions which follow. Look at the picture. Solutions.

• Would a straight caber toss be better than an angled toss?

straight

• Could you give some synonymous of the meaning of toss?

throwing

ACTIVITY 4. Read the passage below and answer the questions which follow. Look at the picture. Solutions.

• In competition is it permitted to run and throw the shot?

It’s not allowed any run up to the toeboard or "trig" to deliver the stone,

• Can men and women compete in the same competition? Why? • How many pounds(lb) are in one kg. ?

There are two versions of the stone toss events, differing in allowable technique. The "Braemar Stone" uses a 20–26 lb stone for men (13–18 lb for women)



ACTIVITY 5. Read the passage below and answer the questions which follow. Observe the picture.

• What materials can be used for the shaft of the hammer?

It is made out of wood, bamboo, cane, or plastic • What is the heaviest weight of the ball for men? 22lb ACTIVITY 6. Read the passage below and answer the questions which follow. Look at the picture. Solutions

• Is it permitted to use two hands in the throw?

The implement is thrown using one hand only.

• Which technique is used?

Usually a spinning technique

ACTIVITY 7. Read the passage below and answer the questions which follow

Solutions:

• How many attempts do they have?

Each athlete is allowed three attempts

• Who wins the competition?

The competition is determined by the highest successful toss with fewest misses being used to break tie scores.

ACTIVITY 8. Read the passage below and answer the questions which follow . Look at the picture.

Solutions:

• Could you describe a pitchfork?

It’s like a big fork



• What does the competitor throw?

A bundle of straw (the sheaf) weighing 20 pounds (9 kg) for the men and 10 pounds (4.5 kg) for the women and wrapped in a burlap bag is tossed vertically

___________________________________________________________

Many of the Heavy Events competitors in “Scottish highland athletics” are former high school and college track and field athletes who find that the Scottish games are a good way to pursue their competitive careers.

Increasingly in the USA, the Heavy Events are attracting women and master class athletes which have led to a proliferation of additional classes in Heavy Events competitions. Lighter implements are used in the classes.

ACTIVITY 9. BUCKET QUOITS Solutions: • Describe a bucket. It’s like a goal, a container • Describe a quoits. It’s like a ring. • How many rings are used by players? When two or more players are taking part each in turn sends up four rings • What happens if two players are drawn? Two-one points make game. If two players tie at ’20-all , one of them must secure two successive points before he can win. ACTIVITIY 10. DIABOLO Solutions: • Describe a diabolo The simple equipment of sticks and double cone or top is always readily procurable.

• Which is the common error of beginners?

The common error of beginners is to hold the sticks too widely apart , and to work both arms up and down in seesaw fashion



• What is the spinning? Revolving ACTIVITY 11. GOLF. 1. Different clubs. 2. The lowest number of strokes. 3. Does not have a standard area 4. A course 5. Nine of eighteen 6. Bruntsfield Link, Edimburg in 1456 7. Stroke play or match play. 8. People watch it being played. 9. They are famous. 10. They are paid more money to wear a brand. ACTIVITY 12. FOUR-WAY BALL Solutions: • How are the players placed?

The players stand around the chair, in a certain distance, maybe 4 yards, and in four points:

• What happen if some player loses his turn?

Another player take the ball.

• Who wins?

The first player to score 50 points, or any other agreed number, wins the game. ACTIVITY 13. GIANT PUSHBALL Solutions: • Why is this game so funny? The best games consist of jumping and so on, trying to vault right on to the ball, so that the boy or girl can stand upright on it, and remain whist counting ten.



• If two teams play. Which of them wins? The game is won by the team which, after the full ten minutes, has scored most points. ACTIVITY 14. ROUNDERS Solutions • How many players in each team? Games are played between 2 teams of between 6 and 15 players

• How would the bowler throw the ball?

Bowlers must bowl under arm at a height between the knee and head of the batter and without letting the ball bounce, go wide or go straight at the bowler.

• If a fielder catches the ball before hitting the ground what happens? The batter is eliminated ACTIVITY 15. CONKERS Solutions: • What time of year would this fruit be collected? In autumn • Can the conker be carried over for a year? Some children soak their chessies in vinegar, or roast them in the oven for a while in an attempt to make them harder and stronger. • Look in the dictionary the word “chestnut” and write the meaning? Tree that produces hard brown nuts. An old joke or story (from Greek)



ACTIVITY 16. SCISSORS, PAPER, STONE. Solution. Facing one another, two players hold out a fist and use it to beat out the rhythm while chanting “Scissors, Paper, Stone”. Then each player shows one of these three shapes. Scissors-The first two fingers extended. Paper-The hand opened out flat. Stone- A clenched fist. The aim is to choose a shape that beats your opponent’s Paper beats stone-because paper can wrap a stone up Stone beats scissors-because scissors can’t cut stone. Scissors beats paper-because scissors can cut paper. If you both choose the same shape, it’s a tie, and you must try again. Play a single challenge if you need a quick decision, or “best of three” or “best of five” ACTIVITY 17.BRITISH BULLDOG. Solution In an open space, mark out two safe zones, roughly eight metres wide and between six and eight metres apart. A Catcher is chosen who stands in the danger zone between the two safe zones. All the other players form a line inside one of the safety zones. Then as one, the group have to rush across the danger zone to the other safe area, trying to avoid the Catcher. The Catcher, however, tries to grab a player, and hold him down on the ground or lift him off the ground for a count of ten, or while saying “British Bulldog, One, Two, Three”. Any player successfully captured joins the catcher against the main group. The game continues with the number of Catcher gradually increasing against fewer and fewer players in the safe zones. ACTIVITY 18. THE BLIND MAN Solution: One person is blindfolded and spun around three times by the other players until they are disoriented.

• The Blind Man then moves around the room, with his hands outstretched and attempts to tag the other players.

• The other players bolt around the room keeping out of the Blind Man’s reach as long as possible.

• The last person to be tagged is the winner.



ACTIVITY 19.SHARKS AND DODGEBALL Solutions.

Work in couples and after reading the description of the game, one of you explain it through words and with the help of paper and pencil. In the end, you have to explain the game to the rest of the class and we will play it in the gym SHARKS (games)

• We have some mats which are islands. • Three pupils are sharks and they have to chase the others when we

whistle, if someone is tagged , he is eliminated • One of the islands disappears from time to time. • The last pupil that is tagged is the winner. • The pupils who are tagged goes to a bench. • The sharks are changed in each match.

DODGEBALL

• We arrange the class in three teams, each one of 10 players. • One of them doesn’t play. • A, has to chase and kill members of B. • The team A has 4 ball, they can pass or throw them. • One player tagged is removed.

ACTIVITY 20 Translate into your own language. When you finish you check it with your partner and then we play the game. Now cover it up and translate your sentences back into English HOTTER,COLDER. Select a small household object-anything form a pencil to a button is perfect. One player, the hunter, leaves the room for a minute, while the other players decide on a hiding place for the chosen object. The Hunter is allowed back into the room and starts to hunt down the object. The only clues the other players can give are “Hotter” the nearer the Hunter gets to the object or “Colder if they move away from it. If the Hunter gets very close, they can shout “Burning” and if the Hunter is completely off course, they can shout “Freezing. When the object is found, another player leaves the room and the object is hidden again. The difficulty of this game depends on the size of the object hunted and the area in which it’s hidden-this can be varied according to the age and ability of the players.



If the object is too small and difficult to find, or there are too many obscure hiding places, the game can go on for ages. Why not add spice by having a time limit on searches? ACTIVITY 21. WINK MURDER Read this description of the game. Underline words that you unknown and look up them in the dictionary (free) .

ACTIVITY 22. LAWN BOWLING

Solutions.

• How many bowls are played by each player? Four • Who throws the jack? The player who won the last game • Who wins the game? A singles where there are two players against each other and is played until one player gets to 21 points • When did this game start? The game dates over 400 years. • What is the game similar to? Chess ACTIVITY 23. PITCH and PUTT.

Solutions.

Read the passage below and answer the questions which follow . Look at the picture.

• How many holes are there in the course?

It is played on a 9 or 18 holes.

• Which is the maximum distance from tee to green?

70metres.

• In which country was the game played for the first time?

In Ireland in the mid to late 1930s



ACTIVITY 1 Look for information of James Neishmith. James Naismith was the Canadian physical education instructor who invented basketball in 1891. James Naismith was born in Almonte, Ontario and educated at McGill University and Presbyterian College in Montreal. He was the physical education teacher at McGill University (1887 to 1890) and at Springfield College in Springfield, Massachusetts (1890 to 1895). At Springfield College (which was then the Y.M.C.A. training school), James Naismith, under the direction of American phys-ed specialist Luther Halsey Gulick, invented the indoor sport of basketball.

The first formal rules were devised in 1892. Initially, players dribbled a soccer ball up and down a court of unspecified dimensions. Points were earned by landing the ball in a peach basket. Iron hoops and a hammock-style basket were introduced in 1893. Another decade passed, however, before the innovation of open-ended nets put an end to the practice of manually retrieving the ball from the basket each time a goal was scored.

In 1959, James Naismith was inducted into the Basketball Hall of Fame (called the Naismith Memorial Hall of Fame.)

ACTIVITY 2

Solutions.

Relate words from English to Catalan.

Línia de banda Sideline

Árbitre Referee.

Cercle central Centre circle

Línia de tir lliure Free-Throw line

Línia de fons Endline

Canxa Court

Línia central Centre line



Línia de 3 punts Three-point line

Pilota Ball

Número Number

Tauler Blackboard

Aro Hoop

Xarxa Net

Cistella Basket

Jugador de basket Basket player

Servei de banda Throw-in

Passi Pass

Salt de dos Jump ball

Rebot Rebound

Fora de banda Out of bounds.

Llençar Throw

Agafar Catch

Tirar Shoot

Saltar Jump

Marcar Mark

Bloquejar Block

Botar Bounce

Marcar cistella Dunk



ACTIVITY 3 Identify next parts of the court basket. Try to do this activity with the teacher.

1. centreline 2. end line 3. three points line 4. blackboard. 5. sideline 6. free-throw line 7. zone



ACTIVITY 4 Look at information above main rules in basketball. Solution

The 4 main rules of Basketball are:

1. Walking or travelling 2. Double dribbling or over handing the ball (carrying). 3. Fouling (Hacking, charges, pushing off, holding and Goal tending). 4. Technical Foul (arguing, cursing and intentional fouls).

ACTIVITY 5

• Which are the main positions and structures?



Solutions

1. Point guard: usually the fastest players on the team, organizes the team’s offence by controlling the ball and making sure that it gets to right player at the right time.

2. Shooting guard: creates a high volume of shots on offence; guards the opponent’s best perimeter player on defence.

3. Small forward: often primarily responsible for scoring points via cuts to the basket and dribble penetration; on defence seeks rebounds and steals, but sometimes plays more actively

4. Power forward: plays offensively often with his back to the basket: on defence, plays under the basket (in a zone defence) or against the opposing power forward ( in man-to man defence)

5. Centre: uses size to score(on offence), to protect the basket closely (on defence), or to rebound

ACTIVITY 6 • Which are the techniques and practises in basketball? Solutions

Shooting

Player releases a short jump shot, while her defender is either knocked down, or trying to "take a charge."

Shooting is the act of attempting to score points by throwing the ball through the basket. While methods can vary with players and situations, the most common technique can be outlined here.



Dribbling

Dribbling is the act of bouncing the ball continuously with one hand, and is a requirement for a player to take steps with the ball. To dribble, a player pushes the ball down towards the ground with the fingertips rather than patting it; this ensures greater control.

Rebounding

The objective of rebounding is to successfully gain possession of the basketball after a missed field goal or free throw, as it rebounds from the hoop or backboard. This plays a major role in the game, as most possessions end when a team misses a shot. There are two categories of rebounds: offensive rebounds, in which the ball is recovered by the offensive side and does not change possession, and defensive rebounds, in which the defending team gains possession of the loose ball. The majority of rebounds are defensive, as the team on defence tends to be in better position to recover missed shots.

Passing

A pass is a method of moving the ball between players. Most passes are accompanied by a step forward to increase power and are followed through with the hands to ensure accuracy.

A staple pass is the chest pass. The ball is passed directly from the passer's chest to the receiver's chest. A proper chest pass involves an outward snap of the thumbs to add velocity and leaves the defence little time to react.

Another type of pass is the bounce pass. Here, the passer bounces the ball crisply about two-thirds of the way from his own chest to the receiver. The ball strikes the court and bounces up toward the receiver. The bounce pass takes longer to complete than the chest pass, but it is also harder for the opposing team to intercept (kicking the ball deliberately is a violation). Thus, players often use the bounce pass in crowded moments, or to pass around a defender.

The overhead pass is used to pass the ball over a defender. The ball is released while over the passer's head.



Blocking

A block is performed when, after a shot is attempted, a defender attempts to alter the shot by touching the ball. In almost all variants of play, it is illegal to touch the ball after it is in the downward part of its arc; this is known as goaltending. It is also illegal to block a shot after it has touched the backboard, or when any part of the ball is directly above the rim.

Height

At the professional level, most male players are above 6 ft 3 in (1.90 m) and most women above 5 ft 7 in (1.70 m). Guards, for whom physical coordination and ball-handling skills are crucial, tend to be the smallest players. Almost all forwards in the men's pro leagues are 6 ft 6 in (2 m) or taller. Most centers are over 6 ft 10 in (2.1 m) tall.

ACTIVITY 7 • How many steps are considered travelling in basketball? Solutions

More than 2 steps from running position, and more than 1 step from standing position.

Travelling: "A player who receives the ball while he is progressing or upon completion of a dribble, may use a two count rhythm in coming to a stop, passing or shooting the ball"

Also same rules state that "A player who receives the ball while standing still may pivot, using either foot as the pivot foot." Which means that you are allowed to make only 1 (one) step from a standing position without lifting second leg, which is called pivot.

• What is a “pivot” in basketball?

It’s were you get the ball and step with one foot but then you cannot move that foot so pretend that there is a nail.



ACTIVITY 8

Draw a basketball court and write the correct noun of each line. We have to do this activity in groups and we have to look the information.

ACTIVITY 9

Look information above JUVENTUT DE BADALONA, in English. Only from five to ten ideas.

“Badalona, or 'La Capital Europea del Basket' (The European Basketball Capital) was founded on March 30, 1930, as Penya Spirit of Badalona. Apart from basketball, the club initially had teams involved in several sports including cycling, table tennis and football. In 1932, the club changed its name to Centre Esportiu Badaloní. In 1939, it became Club Joventut Badalona. By 1940, basketball was established as the club's main sport and green and black were adopted as the club's colours.

Between the 1950s and 1970s the club had a great rivalry with Real Madrid and with the other neighbouring teams, playing memorable duels. During the 1980s and 1990s, Joventut had the best years in its history. Today, the club's sponsored name is DKV Joventut, named after the Spanish insurance company DKV Seguros. Currently, Badalona's basketball club is feeling the same magic of years ago.

Joventut Badalona is one of only three teams, along with CB Estudiantes and Real Madrid to have played every year in the top Spanish ACB League”



ACTIVITY 10

• How many times does a match last?

Four periods of 20 minutes each one.

ACTIVITY 1. Complete the sentences below with these words. a. There’s a big football ........match.................on tv tonight- Barcelona and Chelsia b. Some of the fans ran onto the -----pitch----------and the referee had to stop the

game. c. I was disappointed France won . I thought Brazil were the better---team-------------- d. Beckham scored the -----goal-------------but it was Fowler’s brilliant.----------pass-------

-that created the opportunity. e. That was a deliberate ------foul ---------He just blocked Zola as he tried to run past.

He blocked Zola as he tried to run past . that ----referee--------------was definitely a -----red card----------offence.

f. It shouldn’t have been a goal .Vieri was ----off side --------------when the ball was played to him.

g. In the 65 th minute- Owen came on as a ----substitute------------and scored almost immediately.

h. Arsenal should win when they play Benfica---at home------------but the second leg could be a different story. -----Away--------------games are always much more difficult.

MATCH, PITH, AWAY, TEAM, GOAL, FOUL, PASS, SUBSTITUTE REFEREE, RED CARD, AT HOME, OFF SIDE



ACTIVITY 2. There are two ways to describe where somebody plays. Match the position with the phrases below

1. Goalkeeper 2. Defender 3. Midfielder 4. Striker/Attacker 5. Wide player

a. He plays in attack b. He plays in midfield c. He play en goal d. He play wide on the left e. He plays in defence

ACTIVITY 3. Around the pith. Label this picture on the goal with these words. Work this activity in groups and complete with the teacher.

Goal line, post, net, crossbar.

ACTIVITY 4. Identify the correct number beside these expressions. Realize this activity with the teacher and in groups of two. Look for information in Internet or any book.

1) Touch line 2) Penalty area 3) Penalty spot 4) Centre circle 5) Corner flag. 6) Six yard box 7) Goal.



ACTIVITY 5. Use the correct form of these verbs to complete the sentences below. Head block hit save Score have commit miss 1) Rivaldo -scored---------- an amazing goal from a freekick in the last minute. 2) Germany would’ve won but the French goalkeeper ........saved............a penalty in

the 90th. Minute. 3) Brazil scored from a free kick when Maldini committed.....a foul just outside the

penalty area. 4) He didn’t need to pass. He should’ve ...headed.............a shot at goal. 5) Ronaldo was so unlucky. The ball.....hit.............the post and came back out 6) It’s 0-0 but Spain should be winning. Raul has just .......missed.........a penalty. 7) Giggs crossed the ball in from the left and Cole rose above two defenders to

........head............it into the net. 8) I thought it was a goal but a defender blocked the shot on the line.



ACTIVITY 6. Complete with the verb to make or to take with the words below. 1------make-------a save 2------take--------a penalty 3------make------ a run 4------make-------a tackle 5------take--------a corner 6------make------ a pass 7------take--------a free-kick 8------take--------a throw-in ACTIVITY 7. Complete the match report below with the following expressions. Half-time kick-off extra-time Stoppage time first half second half “This is an absolutely fantastic match. We’ve played ninety minutes and there are three minutes of stoppage time to play . The score is France 3-Spain 3. If it stays like this, there’ll be........extra-time.........and if that doesn’t produce a winner, it’ll go to penalties. Right from the .......kick off ..............both teams attacked and with so many chances to score it was incredible that there was only one goal in the .........first half.............. That was scored by France – a brilliant shot by Thierry Henry. The Spanish coach must have said something to his players at ........half-time.........because in the .....second half........................they were on fire. They scored three times in twenty minutes , two for Raul and one for Sergi..But France came back. Zidanen made it 2-3 and then a fantastic goal by Pirés levelled the scores again. ACTIVITY 8. The referee. Bellow are things the referee does. Match the verbs with the phrases on the right.

1) Give/Award-----b 2) Disallow --------c 3) Book-------------a 4) Send-------------d

a. A player for a bad foul b. A free kick/ a penalty c. A goal for offside d. A player off.

Free answer Which expression means the player is given a yellow card? Give a yellow card. Which expression means a red card? To give a red card Do you support a football team? Who is their coach?/captain Who is their start player? What’s the name of their stadium?



ACTIVITY 9 Fill the gaps. This week Cesc wakes up at eight o’clock and he gets up at quarter past eight. But at weekends when there is a match he gets up earlier. After getting up, he has a shower and he cleans teeth, then he gets dressed. Normally he is wearing a vaqueros and a shirt. After he goes to quicken and he has breakfast at nine o’clock, he eat cereals with toasts and drinks coffee. After having breakfast he leaves home and goes to the stadium with his car to train with his team. When he arrives to stadium he speaks a lot with his friends, before going to dress. The training starts at nine o’clock, after there is a brake, at eleven o’clock he has lunch if there is a friendly match at half pas one. He comes back home at four o’clock. Twice a week he attends to English classes, he does homework’s and he has dinner with his family at seven o’clock. Sometimes he watches TV or he goes to friend’s house. He goes normally at eleven o’clock or half past eleven to bed, but it depends Bed, English classes, stadium, has breakfast, shower, gets up(2), wakes up, getting up. ACTIVITY10 Order these sentences. Solutions David Beckhan last night insisted passion can bridge the gap between football´s haves and have not. The England legend and his Milan superstar mates played a glamour friendly against Rangers this week to boost the Ibrox club’s coffers after their early exit from Europe this season. Rangers Chairman Sir David Murray revealed last month he needed to sell a star name to balance the books- but only four fringe players left in the transfer window. Birmingham boss Alex McLeish blamed his failure to land striker kris Boyd in a 3.75 million deal on the player’s desire to stay at his boyhood heroes. Kaka also turned down a 90m of pounds move from Milan to Manchester City, proving to Beckham that money is not everything in football. “There is a lot of money in some places in football and not in others”, said Beckham, on loan at Milan from LA Galaxy. “We’ve got great players but Rangers also have good players. “It’s not all down to cash; it’s about passion. That’s why Kaka wanted to say at AC Milan; it’s not about money. It’s about wanting to play for the team where he has been for years.” After Wednesday’s 2-2 draw, Beckham added: “ it was great to get a reception like that as an Englishman in Glasgow. For the fans to turn out on a cold night to see both teams is exceptional.”



ACTIVITY 11

Look for the following words in a dictionary.

Solutions:

COFFERS:arques, diners.

CHAIRMAN:president

FRINGE PLAYER:extrems

TRANSFER:canvi

STRIKER:davanter

PROVING:provar, demostrar

LOAN:préstec

TURN OUT: anar a un lloc , presentar-se

ACTIVITY 12. “ NO FOOTBALL”

1. Furious

2. Blank screens.

3. Again and again.

4. there was no commentary either.

5. Things went badly wrong.

6. Satellite television.

7. Up to 30 seconds at a time.

8. A spokesman.

9. It was beyond their control.



ACTIVITY 1 Relate from English to Catalan Solutions Goal Porteria In goal area La zona de marca Touch line Linia de banda Flag Bandera Dead bad line Linia de fons Throw Llançar Rugby pitch Camp de rugby Try Assaig Tackle Placatge Pass Passar Rugby strip Uniform Kick Xutar Ruck L’oberta Scrum La melée ACTIVITY 2 Fill the gaps. Attacking Run This activity develops ---1--- skills when in possession of the rugby ball. It can also be applied to successful defending skills. Arrange the participants into groups of ----2--- Cone out a large working area, for each group. Split each area into five segments called “defensive zones”. Choose five defenders from each group. One defender stands in each of the-3- .Instruct the defenders that they can move anywhere they like inside their zone, but cannot leave it. The remaining---4--- start as attackers and line up and start the game by shouting “go” On this command the---5--- have to run to the opposite side of the area, getting pass all the defenders to score a try . They have to get there without being tackled by one of the defenders. Any attackers who are ---6- switch with the defender for the next round. Play for a set time, counting up the amount of tries scored by each participant. The player who has scored the most tries at the end of ---7--- wins the game. The time, attackers, participants, tackled, 15, zones, attacking Solution 1. Attacking, 2. 15 3. Zones 4. Participants.

5. Attackers. 6. Tackled 7. The time



ACTIVITY 3 Solutions: GOAL LINE: This is the line of goal in American Football. The lines that separate the field of play and the in-goal areas are called goal lines. GOAL LINE: TRY( in-goal area): it’s the goal zone KNOCK-ON: This often occurs when a player attempts to receive a pass from a team-mate. If the rugby is dropped and travels toward the opponents’ MAUL:A maul is a phase of play that consists of at least three players. It occurs when a player carrying the rugby ball is held by one or more opponent and one or more of the ballcarrier´s RUCK: Is a phase of play where one or more player from opposing teams are contesting a rugby ball on the ground. RUCKING: Players contesting the rugby ball in a ruck are said to be it. TACKLE: touch or tag tackle DUMMY PASS: A player in possession of the rugby ball lies a pass to a team-mate. FORWARD PASS: When in possession of the rugby ball a player cannot pass to team-mate. ACTIVITY 4 Draw this diagram.



ACTIVITY 5 Could you define “the mini-tag” rugby? Look for information in INTERNET.

“Tag Rugby is a non-contact team game in which each player wears a belt that has two Velcro tags attached to it, or shorts with Velcro patches. The mode of play is similar to rugby league with attacking players attempting to dodge, evade and pass a rugby ball while defenders attempt to prevent them scoring by "tagging" - pulling a velcro attached tag from the ball carrier. Tag rugby is also used as a development game / alternative by the rugby union community.

Tag Rugby comes in several forms with OzTag and Mini Tag being some of the better known variations. Tag Rugby has the highest participation levels in Ireland and Australia.”

“OzTag is a non-contact form of rugby league. Former St George Dragons halfback Perry Haddock founded the sport while coaching the 1992 St George Jersey Flegg side.

Games are usually played over 40 minutes. The normal dimensions of the field are 70 metres x 50 metres. Eight players in each team are allowed on the field at a time.

The attacking team has six plays or tags to try and score a try or take the ball down field as close to the line as possible. Like most versions of tag rugby, a tackle is made when one of two velcro stripes, known as tags, is removed from the ball carrier's shorts.

Players can pass and kick the ball and tries are worth one point and there are no conversions. Kicking in general play is allowed but it must: be below shoulder height of the referee and on zero count with no play-the-ball (from playing a knock-on advantage for instance) or after the 4th tag.”

ACTIVITY 6 Draw a scheme or diagram of “Catch Tag”. You can be informed in the unit 4, 33-34-35-36 sessions.



ACTIVITY 7 Draw a scheme or diagram of “Don´t let them drop” You can be informed in the unit 4, 33-34-35-35 ACTIVITY 8 Fill the gaps. RUCK , MAUL OR PASS. Cones and a rugby ball per 10 participants. During the rugby MATCHES changes in possession often occur when A PLAYER ha been tackled. It is therefore essential that TEAMS are organised so that they keep the RUGBY when one of them goes into contact. Use this activity to develop the team play and organization needed to do this. It is a conditioned game which should only be used when instructing OLDER or more experienced participants. The participants should know how to FALL correctly and how to fall safely after being tackled. It is also important that they have been taken through developmental work on rucks and MAULTS. Arrange participants into groups of 10. Within each of these groups , separate the participants into teams of five. One team puts BIBS on to identify themselves .Cone out an area approximately 40x15 m for each group. The sorter sides are the goal lines, with each other team , but the following conditions are made to the LAWS of the game. Participants should be informed that if a player in possession of the rugby ball is tackled or held, you will shout either ”RUCK”, “maul” or “pass” . The team must attempt to retain possession using whichever methods is called .No KICKING should be allowed and after a try is scored , the team conceding the try gets possession at the halfway line to start the game again. Play for a set time, such as 5 MINUTES, or until one team has scored a set number of tries.

5 minutes, kiking, laws, ruck, bibs, mauls, tackle, older, rugby ball, player, teams, matches.

ACTIVITY 9 Complete those words. M A U L RU CK S CRUM RUGBY TA CKLE



ACTIVITY 10 Look for information on The Six Nations Rugby Championship

“The Six Nations Championship is a rugby union competition that is held annually. It features England, Scotland, Wales, Ireland, France and Italy and, in effect, determines which nation is the best in the Northern Hemisphere. Each nation plays once against each other nation. This means that some teams will have three home games and two away games and some will have two home games and three away games. The winner is the team to build up the most points and, if two or more teams have the same number of points, points difference can come into play.”

ACTIVITIY 1 Draw this picture without names and then fill in the missing letters



ACTIVITY 2: Try to memorise the names and try to identify in your own body without looking at the picture. Try to do it in partners.

ACTIVITY 3: Label the Body Diagram Label the human body diagram using the word list below. Complete the answer looking information in Internet.



Ankle arm belly button chest chin

ear elbow eye fingers foot

hand head heel hip knee

leg mouth nose neck shin

shoulder thigh toes waist wrist

ACTIVITY 4: Draw these pictures and try to memorize the names. If you observe carefully you can appreciate the Latin names.

ankle arm belly button chest chin







ACTIVITY 5: Look for the former words in the work search and when you find one of them you write it down. Solutions S A A C H B H R N H E E L E O M K I L A U L E G L D L W 0 B L E Y D B H I P E E M O U T H Y R T N O S E E T C H E S T O S R E G N I F N E C K H G H T R T O O F E S S H I N D H L I U K N E E O S H E S O W R I S T W A I S T ACTIVITY 6. Look in the dictionary and translate to Catalan

Ankle: turmell Arm. braç Belly button:panxa Chest.pit Chin: mentó Ear: orella Elbow: colze Eyes: ulls

Hand: mà Head: cap Heel: taló Hip: maluc Knee. genoll Leg. cama Mouth: boca Nose: nariz

Neck: coll Shin: part davant la cama Shoulder: espatlla Thigh: cuixa Waist: cintura Wrist: canell

ACTIVITY 7. BODY QUIZ WHICH PART OF THE BODY?

• The place where you wear a watch--------------------------wrist • The two places where you might wear a belt---------------waist • You can easily twist this when doing sport.------------------body • These are often red after you’ve been out in the cold or if you’re embarrassed ---------nose • You use these to breathe.-----------------------------------------lung • Doctors sometimes listen to this to see if you have a breathing problem ---------------chest



ACTIVITY 1. Relate the colour with the object. Put the adjective before the name. RED, GREEN,BLUE,YELLOW,BLACK,ORANGE, GREY,PURPURA, PINK, WHITE GAT

JUICE VEGETABLE BANANA FLOWER TROUSER, MOUSE BEAR SEAL CAPE OF THE KING CHERRY PANTER

POSSIBLE SOLUTIONS: RED-CHERRY, GREEN VEGETABLE, YELLOW BANANA, BLACK GAT, ORANGE-JUICE, GREY BEAR, PURPURA-FLOWER,, PINK PANTER, WHITE BEAR. ACTIVITY 2. SHAPES. Draw each of the forms. Write the name at the bottom. You can do it in groups and at the end solving with the teacher.

diamond cone rectangle circle Cube Star oval triangle Square crescent



ACTIVITY 3. Match the opposite words below. Write any other opposites you know in the space at the bottom of the page.

Solutions:

Hot-cold. Old-young Happy-sad Sit down-stand up Girl-boy Short-long Fat-thin



ACTIVITY 4. In the classroom (match the words & pictures). This activity could be done in class with the help of the teacher. Chair Course book Glue Crayon Computer Pencil

Pen Mouse Pencil case Piece of paper Bag Paperclip

Rubber Notebook Scissor Ruler Folder

Table



ACTIVITY 5. Link each image with the action

1) to through; 2) to run; 3) to shoot; 4) to jump; 5) to bounce; 6) to pass; 7) to kick ACTIVITY 6. Classify in each group those words Solutions. BASKET SOCCER CKIKET RUGBI WATER

SPORTS

Free-throw Side line Ball Hoop Basket Bounce Dunk Block Jump Shoot Mark Catch Throw

Draw Goal Corner Football strip. Forward Referee Centre circle Penalty area Defender Corner flag Stadium Send off Save Tackle Kick Boot Throw-in Extra time Red card

Bat Wicket -keeper Field Leg pad Out Scoreboard Umpire

Melé Touche Drop Kick off

Jet skiing



ACTIVITY7 Solution. TENNIS Smash, Backhand, forehand, lob, return, serve, volley, slice, BASKETBALL Mark, throw, catch, shoot, jump, dunk, bounce, block, SOCCER Throw in, RUGBY Melee, ruck, try, tackle, pass, kick, ACTIVITY 8. Translate to English and draw actions SALTAR-TO JUMP ASSEGUT-TO SIT ESTIRAT –TO PULL BOTAR-TO BOUNCE LLENÇAR-TO THROW CREUAR-TO CROSS PASSAR-TO PASS REBRE- TO RECEIVE CHUTAR-TO KICK COLPEJAR.-TO HIT ARROSSEGAR-SE-TO GRAG DOWN

PERDRE-TO LOSE POSAR-TO PUT AGAFAR-TO CATCH TOCAR-TO TOUCH APRETAR-TO PRESS. CORRER-TO RUN CAMINAR-TO WALK PARAR-TO STOP DRET-TO STAND UP TOMBAR-TO KNOCK DOWN BATEAR-TO BAT

REGATEJAR-TO DRIBBLE ACONSEGUIR-TO OBTAIN AGENOLLAR-SE-TO KNEEL AGUPIR-SE-TOBEND VEURE-TO SEE. SACSEJAR-TO SHAKE POSAR-TO GIVE DISPARAR-TO SHOOT PARLAR-TO SPEAK FER-TO DO



ACTIVITY 9. Solutions.

1. I don’t ___play____tennis very well because I don`t ___do___enough practice. 2. He doesn´t ____do___a lot of running- he __goes__jogging about once a

month. 3. My sister enjoys_playing __chess, but I don´t think she´s ever

__played___Scrabble. 4. We´re ___going___swimming. Do you want to come? -No thanks. I´m _playing

__basketball in two hours. And I _went ___swimming yesterday 5. I___died____some gardening yesterday morning, and then in the afternoon we

all __went ____sailing and in the evening we sat at home and __played__cards.

ACTIVITY 10. Classification of Scottish games: you remember all games which we have played. You try to organise them in their group (This activity will be done at the last of credit.)

1. How to start a game: Choosing IT, Tossing a Coin, Jumps, One potato

2. Chasing and Catching Games, Tig Levoy, Hospital Tig, Chain Tig, Tunnel Tig, Mr Wolf, The Hound and Hares, Red Rover, Bar the Door, British Bulldogs, Hoist the Flag, Boastman, Kiss, Cuddle and Torture, The train.

3. Hiding, Seeking and Hunting Games Block, Draw the Snake, Buzz, off, Man Hunt, Sardines, Multiplication Touch. .Kick the Can. Hunt the Keg.

4. Ball games. Queeny, Bouncy, Plainie, Clappie, Oliver twist, Post Box, Are you going to Golf Sir?, Over the rainbow, Wounded, Dying Dead, King Ball, Blind shot, three-and-in Football; Keepie-Uppie, Rounders, Kervie.

5. Hitting games.

Conkers, Carly Doddies, Shooting Plantain, Take that

6. Racing and Guessing Games. White Horse, Hesitation Starts, Eables and Drinkables, Celebrities, Red Letter. Polio, Big steps, Baby Steps, Drop Handkerchief.

7. Skipping



Keep de Kettle Boiling, All in Together, Be my guest, Rock the boat, Alphabet Partners, Christopher Columbus, Wibble Wobble, Cow Joe, Where’s Ma clothes?, Ma Maw’s a Millionaire, Follow Wee Jeanie, Teddy bear, Away up North, I’ve a Laddie in America.

8. Clapping and Patting games. Simple claps, More complex claps, Ina Spina, The Hypnotics, The Dusty Bluebells, The famer’s in his Den.

9. Indoor Games for a Dreich Day Stone-Scissors-Paper, Penny Football, Arm Wrestling, Fortunes, Hangman

10. .Hopscotch Pickie, Kickie, Advanced Peevers, Hoppy all the way

11. Bools

Types, of Marble, Ringie, spanny, Bombers, Dirty Pool, Moshey, Stankies, Rebound. *Many of those games are not proposed in the lesson plans, because they are impossible to practise in my High School, or because songs are very difficult for pupils. I have however included them because some teachers could be interested in knowing them; they are referenced in “CLASSIC CHILDREN’S GAMES from SCOTLAND -KENDRIC ROSS”



3. STUDENT’S BOOK

TRADITIONAL AND POPULAR GAMES IN GREAT BRITAIN AND CATALUNYA.

ACTIVITY 1 1. Locate the following cities in the map: Glasgow, Edinburgh, London,

Cardiff, Belfast, Dublin 2. Draw England in red colour. Wales in green. Irel and in yellow, Northern

Ireland in brown and Scotland in blue.

ACTIVITY 2

Read the text and answer

TEXT: Whenever you start a conversation in Britain maybe at the barber’s, in the street or on a train journey, you inevitably get around to two subjects—the weather and sport, which are as much part of English life, as roast beef and the Houses of Parliament.



English people are fond of all kinds of sports. Sports in England take many forms: organized competitive sports, which attract huge crowds who encourage their favourite team to win, and athletic games which are played for recreation, and others.

The British are proud that many sports originated in their country and then extend throughout the world. The national British sports are: football, golf, cricket, rugby, hockey, lawn tennis, fishing, swimming, snooker, horse racing, lawn bowls, and darts.

The game peculiarly associated with England is cricket. Cricket is an English game. Not many Scots, Irish or Welsh play it. Many other games that are English in origin have been accepted in other countries; cricket has been seriously and extensively accepted only in the Commonwealth, particularly in Australia, India, and Pakistan.

Cricket is played in schools, colleges, universities. There are regularly test matches with other countries. But the most popular game is football.

Football, the most popular game in the world, is of two kinds in Britain: association football (soccer) and rugby. Soccer which is played almost in all countries remains one of the most popular games in Great Britain. It is the national sport and British club teams are often successful in Europe.

The football season in Britain lasts from late summer (end of August) to late spring (early May). Football, or soccer, as it is sometimes called to distinguish it from rugby football, is the most popular sport. Most young boys begin by kicking a tennis ball or a tin-can up and down the street, and some of them end up playing for their town club. Football clubs in England are mostly based on towns like Manchester, Birmingham, Portsmouth, and all have nicknames—Norwich are the Canaries, because of their yellow shirts, Portsmouth—the Sailors, because the town is a port, Wolverhampton—the Wolves, etc. The big event of the week usually begins at 3 o’clock on Saturday afternoon. Many footballers in England are fulltime, professionals—they are paid by their club and work only in football. Nearly 40 million spectators each year attend matches between the great professional teams organized by the Football League. The biggest event in England is the Cup Final played at the Empire Stadium, Wembley, in a London suburb. But British football today has a bad name at home and abroad because of the violence of some groups of supporters.

The next popular sport after football is rugby, which is largely an amateur game. Rugby football (or rugger) has existed in Britain since the beginning of the 19th century, when a teacher at Rugby school, while playing football, decided that it would be better to pick up the ball and run with it. Rugby is especially popular in Wales and the north of England. It is played with an oval shaped ball on a field by teams of 15 men.

Swimming is also very popular and there are many public swimming pools. Rowing and canoeing are less practised because there are not so many facilities. The annual Boat Race between Oxford and Cambridge universities on the river Thames is, however, one of the most popular sporting events of the year. It first started in 1820 and has been held almost every spring since 1836. A lot of people come to watch it. Other popular water sports are water skiing and surfing.

Winter sports such as ice-hockey, skiing and ice-skating are generally impossible in Britain (except in Scotland) because of the climate. But many people spend winter holidays on the Continent in order to practise.



Englishmen like all kinds of racing. Horse-racing, motor-car racing, boat-racing, dog-racing, donkey-racing are very popular in England. The interest in such sports as horse-racing and dog-racing can be explained because the English people are fond of gambling. Anyway, most Englishmen have some interest in at least one kind of sport.

• Can you identify three ppular sports in Great Britain? • Carry out research on Lawn Ball • Name a typically English sport that is not Scottish or Irish? • In the USA, what name is given to the game of football? • Identify three UK cities which are known for the high level of support they receive

for their football teams. • With respect to football, why do the English have a bad reputation in the rest of

Europe? • How was the rugby invented? • Could you say how many players take part in an team of rugby? • Could you describe “the Boat Race”? • Could you identify three of the most popular types of racing in England? ACTIVITY 3. Caber toss

Read the passage below and answer the questions whi ch follow Look at the picture.

The caber toss is a traditional Scottish athletic sport. The rules of this game are to throw a log (tronco) as far as possible. The winner is the one who throws the log at the longer distance.

But also if you want to have a good score, your log has to fall in the “12 o’clock position”:



The more your log is close to the 12 o’ clock position the better it is for you score.

So the very important thing to remember is that being strong at the caber toss is not enough because you have to know how to throw the log which means that you have to be very technical in throwing the log.

The log has two parts: on one side it’s narrow and on the other side it’s wide. The athlete has to take the log by the narrow side. It is from the wide side, that the judge counts the points.

Caber toss : A log is stood upright and lifted by the competitor who balances it vertically holding the smaller end in his hands (see photo). Then the competitor runs forward attempting to throw it in such a way that it turns end over end, with the upper (larger) end striking the ground first. The smaller end that was originally held by the athlete then hits the ground in the 12 o’clock position (relative to the direction of the run). If successful, the athlete is said to have turned the caber. Cabers vary greatly in length, weight, taper, and balance, all of this affects the degree of difficulty in making a successful throwing. Competitors are judged on how closely their throws approximate the ideal 12 o’clock toss on an imaginary clock.

• Would a straight caber toss be better than an angled toss? • Could you give some synonymous of the meaning of toss? • Does this game remind you a popular Olympic sport where the athlete has to

throw something as far as he can?

(This activity is supported by a video.)

ACTIVITY 4. Stone Put

Read the passage below and answer the questions whi ch follow. Look at the picture

This event is similar to the modern shot as seen in the Olympic Games. Instead of a steel shot, a large stone of variable weight is often used. There are also some differences from the Olympic shot because of different techniques. There are two versions of the stone toss events. The “Braemar Stone” uses a 20–26 lb stone for men (13–18 lb for women) and does not allow any run up to the toeboard or “trig” to deliver the stone; you are in a standing position. In the “Open Stone” using a 16–22 lb stone for men (or 8–12 lb for women), the thrower is allowed to use any throwing style as



long as the stone is put with one hand with the stone resting hold in the neck until the moment of release. Most athletes in the open stone event use either the “glide” or the “spin” techniques.

• In competition is it permitted to run and throw the shot? • Can men and women compete in the same competition, why? • How many pounds (lb) are in one kg?


ACTIVITY 5. Scottish hammer throw

Read the passage below and answer the questions whi ch follow. Observe the picture.

This event is similar to the hammer throw as seen in modern day track and field competitions, though with some differences. In the Scottish event, a round metal ball (weighing 16 or 22 lb for men or 12 or 16 lb for women) is attached to the end of a pole about 4 feet in length and made out of wood, bamboo, rattan, or plastic. With the feet in a fixed position, the hammer is spinned about the person’s head and thrown in a distance over the shoulder. Hammer throwers sometimes employ specially designed footwear with flat blades to dig into the grass to maintain their balance and resist the centrifugal forces as they turn it around. This increases the distance attainable in the throw.

• What materials can be used for the pole of the hammer? • What is the heaviest weight of the ball for men? (This activity is supported by a video.)

ACTIVITY 6. Weigh throw

Read the passage below and answer the questions whi ch follow. Look at the picture



Weigh throw also known as the weight for distance event. There are two separate events, one using a light (28 lb for men and 14 lb for women) and the other a heavy (56 lb for men, 42 lb for master men, and 28 lb for women) weight. The weights are made of metal and have a handle attached. The implement is thrown using one hand only, but otherwise using any technique. Usually a spinning technique is employed. The longest throw wins.

• Is it permitted to use two hands in the throw? • Which tecnique is used?


ACTIVITY 7. Weight over the bar

Read the passage below and answer the question whic h follow

Weight over the bar, also known as weight for height . The athletes attempt to toss a 56 pound (4 stone) weight with an attached handle over a horizontal bar using only one hand. Each athlete is allowed three attempts at each height. If successful, the athlete is allowed to advance to the next round at a bigger height. The winner is determined by his highest toss, and if needed the fewest misses is used to break tie scores.

• How many attemps do they have? • Who wins the competition?




ACTIVITY 8. Sheaf toss

Read the passage below and answer the questions whi ch follow. Look at the picture.

A bundle of straw (the sheaf) weighing 20 pounds (9 kg) for the men and 10 pounds (4.5 kg) for the women and wrapped in a burlap bag is tossed vertically with a pitchfork over a raised bar like the one used in pole vaulting. The progression and scoring of this event is similar to the Weight Over The Bar. It is actually a country fair event, and everyone agrees that it is a great pleasure for the crowd.

• Could you describe a pitchfork? • What does the competitor throw?


ACTIVITY 9. Bucket (container) Quoits

Put container on the ground and mark one, or two, throwing lines. The distance of the lines from the container, should be 10 ft., for ladies and 15ft for men. From this line rope quoits are thrown, in order to get them into the bucket.



When two or more players are taking part, each in turn sends up four rings. One point is counted for each quoit or ring that goes into the bucket.

The winner is the one who scores 20. If the score is identical the one who gets two additional successive points wins. Failing quoits rings, ball or beanbags may be used.

• Describe a bucket. • Describe a quoit. • How many rings are used by players? • What happens if two players are drawn?

ACTIVITIY 10. Diabolo

This ancient game is never out of date, or so since the game was rediscovered from Roman sources. The simple equipment of sticks and double cone or top, is always easily available.

The common error of beginners is to hold the sticks too widely apart, and to work both arms up and down in an oscillate way. The right way is to keep both sticks close together and to move only one hand.

• Describe a diabolo • Which is the common error of beginners? • What is the spinning?


ACTIVITY 11. Golf



Golf is a sport in which a player, using a variety of different clubs hits a ball into each hole on a golf course in the lowest possible number of strokes. Golf is one of the few ball games that do not use a standard sized playing area, the game is played on “courses “each one of a unique design, and it consists of nine or eighteen holes.

The first record of game of golf was at Bruntsfield Link in Edinburgh, Scotland, and it is now played in most countries in the world.

Golf competition may be played as stroke play, in which an individual with the lowest score is declared the winner or as a match play.

Golf has now become a major spectator sport and players are recognised as celebrities. Sponsorship has also become part of the game where players are paid large amounts of money to wear or use a particular brand.

1. What is used to play golf? 2. How is the winner of the game decided? 3. What is unusual about where golf is played? 4. What do you call the area on which the game is played? 5. How many holes are there on a typical course? 6. When and where did the first recorded game take place? 7. What is meant by “spectator sport”? 8. What does the word “celebrities” tell you?

ACTIVITY12. Four-Way Ball

For this simple game all we need is a chair and a ball. The players stand around the chair, in a certain distance, maybe 4 yards, and in four points: North, East, South and West of the chair. Then they throw the ball and if they achieve to pass the ball under the chair at each point, they win 1, 2, 3, 4 points depending of the cardinal point. If a player fails, he loses his turn and another player takes the ball.

The first player to score 50 points, or any other agreed number, wins the game.

It’s advisable to have a line clearly marked on each side of the chair so that all players stand at the same distance.

• How are the players placed? • What happens if a player loses his turn? • Who wins?



ACTIVITY13. Giant Pushball

With just one or two players the game consists of jumping, trying to jump right onto the ball, so that the boy or girl can stand upright on it, and remain while counting until ten.

Another way of playing would be with court boundaries: one player or more on each side of his court. Each side scores a point when the ball is pushed over the opponents’ back line. Five points can be a game.

With a larger number of players, they lie down on their back in a circle, with their feet towards the centre. The players are numbered around. There are two teams, A, B. One of them tries for five minutes to kick the ball out of the ring, over the players’ heads: the other team must try to keep it in. A point is counted each time the A team has pushed the ball out, and a restart is made. At the end of five minutes you change teams. The game is won by the team which, after the full ten minutes, has scored most points.

A still better game to play is with two teams of about the same size. The teams stand in two straight rows, lying on their backs, feet inwards, with an empty line between their feet. The ball is then rolled into the middle lane, and each team tries to push out the ball over the opponents’ heads. A point is counted each time the ball rolls behind the heads of either team.

• Why is this game so funny? • If two teams play. Which of them wins?

.

ACTIVITY14. Rounders (pitxi)



Games are played between 2 teams of between 6 and 15 players. Bowlers must bowl with an underarm pendulum action to the batter, at a height between the knee and head of the batter and without letting the ball bounce, go wide into the field or go straight at the batter’s body.

1 rounder is scored if (a) the 4th post is reached before another ball is thrown or (b) if the 4th post is reached on a no ball.

½ rounder is scored if (a) the 4th post is reached without hitting the ball, (b) the second post is reached after hitting the ball (c) there is obstruction by a fielder (d) there are 2 consecutive no balls.

The most common ways to be out is when you are caught by a fielder, you are walked a post before reaching it or if you run inside a post, although there are other ways.

When you are at a post you must remain in contact with that post. When the bowler has the ball in his square you cannot run between posts. You cannot have more than 1 batter at each post. You must touch the 4th post on getting home.

• How many players in each team? • How would the bowler throw the ball? • If a fielder catches the ball before hitting the ground what happens?

ACTIVITY15. Conkers

AKA (also known as): Chessies in Scotland.

Conkers is a seasonal game played from late August until November. Chestnuts are collected in the autumn, and a hole is done through the nut so that it can be threaded on to a length of strong cord with a knot tied on the end. Some children soak their chessies in vinegar, or roast them in the oven in order to make them harder and stronger.

The players take turn at hitting each other’s chessie. The idea is to crack open or shatter the opponent’s conker without damaging your own. You win when you have knocked your opponent’s conker right off the string.



Every time your conker wins, you score a point. Sometimes when striking an opponent’s conker the cords get tangled up, and if this happens the first person to yell out “strings”, gets an extra shot.

Long ago, children carried long strings of chessies to school and took a lot of pride in their high scoring.

• What time of year would this fruit be collected? • Can the conker be carried over for a year? • Look in the dictionary the word “chestnut” and write the meaning.


ACTIVITY 16. Scissors, Papers, Stone.

Put these sentences in a correct order Scissors- are the first two fingers extended. Paper- is the hand opened out flat. Stone- is a clenched fist. If they both choose the same shape, it’s a tie, and they must try again. Play a single challenge if you need a quick decision, or “best of three” or “best of five”. The aim is to choose a shape that beats the opponent’s. Then each player shows one of these three shapes: Facing one another, two players hold out a fist, while chanting “Scissors, Paper, and Stone”.

� Paper beats stone-because paper can wrap a stone up � Stone beats scissors-because scissors can’t cut stone. � Scissors beat paper-because scissors can cut paper.




ACTIVITY 17. British Bulldog

Fill the gaps. Catcher, eight, safe, grab, group, rush, fewer and fewer, safety,

In an open space, mark out two ____zones, roughly eight metres wide and between six and ____metres apart. A _______is chose who stands in the danger zone between the two safe zones. All the other players form a line inside one of the ______zones. Then as one, the group have to ____across the danger zone to the other safe area, trying to avoid the Catcher. The Catcher, however, tries to ______a player, and hold him down on the ground or lift him off the ground for a count of ten, or while saying “British Bulldog, One, Two, Three”. Any player successfully captured joins the catcher against the main _______. The game continues with the number of Catcher gradually increasing against _______________players in the safe zones.

ACTIVITY 18. Blind Man

If you put these sentences in order, you can play t his game.

If you don’t know the meaning of some words you hav e to look it up in the dictionary

• The last person to be tagged is the winner. • The other players bolt around the room keeping out of the Blind Man’s reach as

long as possible. • One person is blindfolded and spun around three times by the other players

until she is disoriented. • The Blind Man then moves around the room, with his hands outstretched and

attempts to tag the other players.



ACTIVITY 19. Sharks and Dodgeball Work in couples and after reading the description o f the game, one of you explains it through words, and with the help of pap er and pencil. In the end, you have to explain the game to the rest of the class a nd we will play it on the pitch

Sharks

• We put some mats down which are islands who protect the pupils to be caught by the sharks.

• Three pupils are sharks and they have to chase the others when we whistle, if someone is tagged, he is eliminated

• The islands are taken away one by one every 3 minutes. • The pupils who are tagged go to a bench. • The last pupil to be tagged is the winner • The sharks are changed in each match.

Dodgeball

• We arrange the class in three teams (A,B,C), each one of 10 players. • One of the teams waits for his turn. • A has to chase and kill members of B. • The team A has 4 balls; the team can pass or throw the balls at B

without bouncing the ball. • One player tagged with a ball is removed.


ACTIVITY 20. Hotter, colder.

Translate into your own language. When you finish y ou check it with your partner and then we play the game.

Now cover it up and translate your sentences back i nto English Select a small household object, anything form a pencil to a button is perfect. One player, the hunter, leaves the room for a minute, while the other players decide on a hiding place for the chosen object.



The Hunter is allowed back into the room and starts to hunt down the object. The only clues the other players can give are “Hotter” when the Hunter gets close to the object, or “Colder” if he moves away from it. If the Hunter gets very close, they can shout “Burning” and if the Hunter is completely off course, they can shout “Freezing.

When the object is found, another player leaves the room and the object is hidden again.

The difficulty of this game depends on the size of the object to be hunted and the area in which it is hidden. This can be varied according to the age and ability of the players.

If the object is too small and difficult to find, or there are too many obscure hiding places, the game can go on for ages. Why not add a time limit on searches?

ACTIVITY21. Wink Murder

Read this description of the game. Underline words which you do not known and look the m up in the dictionary

Tear off a piece of paper for each person. Mark one with a cross and leave the rest blank. Scrunch each of them up into a ball and pop them in a hat or bowl.

Offer the hat around for each player to take a paper ball.

Players must open out their paper ball discreetly. The person who finds a cross, will have to play the “Murderer”. Every one else is both a potential victim and a detective.

The aim for the Murderer is to “kill” all the players around the table without getting caught. To kill someone, the Murderer must catch someone’s eyes and subtly wink at him.

The aim for the other players is to identify the Murderer before they become victims.

The game begins, and everyone around the table must look at each other in turn, making eye contact. The Murderer strikes and his victims use their skill to full effect as they keel over and die a dramatic death.

Anyone who thinks he has discovered who the Murderer is accuses him. But if he is wrong he will be punished with death!

A variation can be played with a designated Detective successfully identifying who the killer is before everyone is dead. The Murderer becomes the next Detective. If not discovered, the Detective remains for the next game.




ACTIVITY 22. Lawn Bowling

Read the text and answer the questions.

The game of lawn bowls is very popular in Britain and in the British Commonwealth. The game is played on a bowling green which is divided into 6 or 7 rinks similar to lanes - the players play inside the rinks.

The object of the game is to play the bowls and to get nearest to a smaller ball called the jack.

They play from one end and throw the bowls then play back in the opposite direction.

There are several variations for this game: It can be played one against one, or in teams of Pairs, Triples, or fours.

The winer is the player who gets to 21 points. Team games are played to 15 or 17 points.

Points are scored when a player gets nearest to the jack, each ball nearer than the opponents’ to the jack is a point. In a game of 4 people, up to 4 points could be scored.

The game dates back over 400 years but of course the playing surface and rules have changed. Indeed some international players would be bowling to within a millimeter on a rink being approximately 28 meters.

The game has been described as chess with bowls because players seek to gain positions.

• How many bowls are played by each player? • Who throws the jack? • When did this game start? • What is the game similar to?



ACTIVITIY 23. Pitch and putt.

Read the text and answer the questions. If there is any word that you don’t understand, look it up in a dicctionary

Played on a 9 or 18 hole course,

A player may use two clubs, one of which must be a putter.

Maximum distance from tee to green is 70 metres while an 18 hole course cannot exceed 1,000 metres.

Pitch and Putt was first played in Ireland in the mid to late 1930s. Cork and Dublin were the first areas to show a real interest but the game grew in strength and popularity so that in 1961 various representatives came together and formed the Pitch and Putt Union of Ireland.

• How many holes are there in the course? • Which is the maximum distance from tee to green? • In which country was the game played for the first time?

Vocabulary:

jack: white ball,

mat: carpet,

golf course: pitch of golf.



ACTIVITY 1 Look for information on James Naismith, and write a summary down.



ACTIVITY 2 Match words from English to Catalan.

Referee

Centre circle

Free-Throw line

Sideline

Endiline

net

hoop

Blackboard

Number

court

Centreline

Three-point line

ball

Out of bound

basket

Basketball player

Línea de banda

Àrbitre

Cercle central

Línia de tir lliure

Línia de fons

Canxa

Línia central

Línia de 3 punts

Pilota

Número

Tauler

Aro

Xarxa

Cistella

Jugador de basket

Servei de banda

Passi Pass



Salt de dos

Rebot

Fora de banda

Llençar

Agafar

Tirar

Saltar

Marcar

Bloquejar

Botar

Marcar cistella

Rebound

Jump ball

Out of bounds.

mark

Throw

Catch

Shoot

jump

Block

Bounce

Dunk

ACTIVITY 3

Identify parts of the court basket. 1. centreline 2. endiline 3. three points line 4. black board. 5. sideline 6. free-throw line 7. zone



ACTIVITY 4

Look at information on main rules in basketball. The 4 main rules of Basketball are:

ACTIVITY 5

Which are the main positions and structures?



ACTIVITY 6

Which are the techniques and practise in basketball?

ACTIVITY 7 How many steps are considered travelling in basketball?

What is a “pivot” in basketball?

ACTIVITY 8

Draw a basketball court and write the correct names of each line.



ACTIVITY 9

Look for information on JUVENTUT DE BADALONA, in English. Write only five to ten facts.

ACTIVITY 10

How long does a match last?

ACTIVITY 1. Complete the sentences below with these words.

a. There’s a big football -------------------on TV tonight- Barcelona and Chelsea b. Some of the fans ran onto the --------------and the referee had to stop the game. c. I was disappointed France won. I thought Brazil were the better---------- d. Beckham scored the ---------------------but it was Fowler’s brilliant---------------------

that created the opportunity. e. That was a deliberate ---------- ---------He just blocked Zola as he tried to run past.

That -----------------was definitely a -------------------offence. f. It shouldn’t have been a goal. Vieri was ------------------------when the ball was

played to him. g. In the 65th minute- Owen came on as a ----------------and scored almost

immediately.

MATCH, PITH, AWAY, TEAM GOAL, FOUL, PASS, SUBSTITUTE REFEREE, RED CARD, AT HOME, OFF SIDE



h. Arsenal should win when they play Benfica-----------------------but the second leg could be a ---------------different story -------------------games are always much more difficult.

ACTIVITY 2. There are two ways to describe where somebody plays. Match the position with the phrases below

1. Goalkeeper 2. Defender 3. Midfielder 4. Striker/Attacker 5. Wide player

a) He plays in attack b) He plays in midfield c) He plays in goal d) He plays wide on the left e) He plays in defence

ACTIVITY 3. Label those pictures of the goal with these words.

Goal line, post, net, crossbar.

ACTIVITY 4. Identify the correct number beside these expression s.

1. Touch line 2. Penalty area 3. Penalty spot 4. Centre circle 5. Corner flag. 6. Six yard box 7. Goal.



ACTIVITY 5. Use the correct form of verbs to complete the sente nces below.

Head block hit save Score have commit miss

1) Rivaldo ................... an amazing goal from a free-kick in the last minute. 2) Germany would’ve won but the French goalkeeper .......................a penalty in

the 90th minute. 3) Brazil scored from a free kick when Maldini ................a foul just outside the

penalty area. 4) He didn’t need to pass. He should’ve .........................a shot at goal. 5) Ronaldo was so unlucky. The ball..................the post and came back out 6) It’s 0-0 but Spain should be winning. Raul has just ...............a penalty. 7) Giggs crossed the ball in from the left and Cole rose above two defenders to

....................it into the net. 8) I thought it was a goal but a defender blocked..............the shot on the line.

ACTIVITY6. Complete with the verb to make or to take with the words below.

1--------------a save 2--------------a penalty 3-------------- a run 4---------------a tackle 5---------------a corner 6-------------- a pass



7---------------a free-kick 8---------------a throw-in

ACTIVITY 7. Complete the match report below with th e following expressions.

Hall-time kick-off extra-time Stoppage time first half second half

“This is an absolutely fantastic match. We’ve played ninety minutes and three are three minutes

of ........................to play. The score is France 3-Spain 3. If it stays like this, there’ll be...................

and if that doesn’t produce a winner, it’ll go to penalties.

Right from the .....................both teams attacked and with so many chances to score it was incredible

that there was only one goal in the................ That was scored by France – a brilliant shot by Thierry

Henry. The Spanish coach must have said something to his players at ..................because in

the .............................they were on fire. They scored three times in twenty minutes, two for Raúl and

one for Sergi. But France came back. Zidanen made it 2-3 and ten a fantastic goal by Pirés levelled

the scores again.”

ACTIVITY8. Bellow are things the referee does. Match the verbs with the phrases on the right.

1) Give/Award 2) Disallow 3) Book 4) Send

a) A player for a bad foul b) A free kick/ a penalty c) A goal for offside d) A player off.

• Which expression means the player is given a yellow card? • Which expression means a red card? • Do you support a football team? • Who is their coach?/captain • Who is their start player? • What’s the name of their stadium?



ACTIVITY 9 Fill the gaps.

Bed, English classes, stadium, has breakfast, shower, gets up (2), wakes up, getting up. This week Cesc ______at eight o’clock and he _____at quarter past eight. But at weekends when there is a match he _____earlier. After______, he has ______and he cleans teeth, then he gets dressed. Normally he is wearing a vaqueros and a shirt. After he goes to quicken and he ________at nine o’clock, he eats cereals with toasts and drinks coffee. After having breakfast he leaves home and goes to the _____ with his car to train with his team. When he arrives to the stadium he speaks a lot with his friends, before going to dress. The training starts at nine o’clock, after there is a brake, at eleven o’clock he has lunch if there is a friendly match, at half past one. He comes back home at four o’clock.

Twice a week he attends to__________, he does homework’s and he has dinner with his family at seven o’clock. Sometimes he watches TV or he goes to friend’s house. He goes normally at eleven o’clock or half past eleven to_____, but it depends.

ACTIVITY10 Order these sentences.

The England legend and his Milan superstar mates played a glamour friendly against Rangers

this week to boost the Ibrox club’s coffers after their early exit from Europe this season

David Beckhan last night insisted passion can bridge the gap between football’s haves and have not.

. Rangers Chairman Sir David Murray revealed last month he needed to sell a star name to balance the books- but only four fringe players left in the transfer window. Birmingham boss

Alex McLeish blamed his failure to land striker kris Boyd in a 3.75 million deal on the player’s desire to stay at his boyhood heroes.

Kaka also turned down a 90m of pounds move from Milan to Manchester City, proving to

Beckham that money is not everything in football.

“There is a lot of money in some places in football and not in others”, said Beckham, on loan at Milan from LA Galaxy. “We’ve got great players but Rangers also have good players.

“It’s not all down to cash; it’s about passion. That’s why Kaka wanted to say at AC Milan; it’s not about money. It’s about wanting to play for the team where he has been for years.”

After Wednesday’s 2-2 draw, Beckham added: “it was great to get a reception like that as an Englishman in Glasgow. For the fans to turn out on a cold night to see both teams is exceptional.”



ACTIVITY 11 Look for the following words in a dictionary and wr ite down the meaning.

COFFERS: CHAIRMAN: FRINGE PLAYER: TRANSFER:

STRIKER: PROVING: LOAN: TURN OUT

ACTIVITY 12 Read the text and answer the questions.

NO FOOTBALL Furious football was left staring at blank screens yesterday after a technical blunder wrecked coverage of their opening league match. Almost ten minutes of the game were lost when pictures repeatedly flickered, faced and flashed back again.

Raging viewers had no idea what was going on at the game as the commentary also disappeared thanks to the satellite sports channel’s botch-up. Fans were left to stare at the company logo for up to 30 seconds at a time during the course of the clash.

Last night a spokesman said: “We had a problem with a satellite truck which was beyond our control. We apologise to all our viewers because it spoiled their enjoyment of the game. It was a problem that took time to fix and we did so as quickly as humanly possible.

1. What adjective describes how the fans were feeling? 2. What were they watching instead of football? 3. At what stage of the season was the game being played? 4. What does “repeatedly” mean? 5. Why did the viewers not know what was going on at the game? 6. What do the words” botch-up” tell you about the situation? 7. What kind of channel was the game being shown on? 8. How long were people forced to stare at the logo? 9. Who apologised to the fans? 10. Why could the channel not do anything straight away?



ACTIVITY 1

Match the words from English to Catalan

Try Touch line Throw Tackle Scrum Rugby strip Rugby pitch Ruck Pass Kick In goal area Goal Flag Dead bad line

Linia de fons. bandera Porteria Zona de marca xutar Uniform Camp de rugby L’oberta Passar melée Placatge. llançar Linia de banda assaig

ACTIVITY 2 Fill the gaps.

The time, attackers, participants, tackled, 15, zones, attacking

Attacking Run This activity develops ---1--- skills when in possession of the rugby ball. It can also be applied to successful defending skills. Arrange the participants into groups of ----2--- Cone out a large working area, for each group. Split each area into five segments called “defensive zones”. Choose five defenders from each group. One defender stands in each of the ---3- . Instruct the defenders that they can move anywhere they like inside their zone, but cannot leave it. The remaining ---4--- start as attackers and line up and start the game by shouting “go” On this command the---5--- have to run to the opposite side of the area, getting pass all the defenders to score a try . They have to get there without being tackled by one of the defenders. Any attackers who are ---6- switch with the defender for the next round. Play for a set time, counting up the amount of tries scored by each participant. The player who has scored the most tries at the end of ---7--- wins the game.



ACTIVITY 3 Look up the meaning of:

DUMMY PASS:

FORWARD PASS

GOAL LINE

TRY (in-goal area)

KNOCK-ON:

MAUL:

RUCK:

RUCKING:

TACKLE:

ACTIVITY 4 Draw this diagram.



ACTIVITY 5 Could you define “the mini-tag” rugby? Look for information in INTERNET.

ACTIVITY 6 Draw a scheme or diagram of “Catch Tag”

ACTIVITY 7 Draw a scheme or diagram of “Don’t let them drop”



ACTIVITY 8.

RUCK, MAUL OR PASS - Fill the gaps.

5 minutes, kicking, laws, ruck, bibs, mauls, tackle, older, rugby ball, player, teams, matches.

Cones and a rugby ball per 10 participants.

During the rugby _____changes in possession often occur when _________has been tackled. It is therefore essential that _______are organised so that they keep the _________when one of them goes into contact. Use this activity to develop the team play and organization needed to do this. It is a conditioned game which should only be used when instructing __________or more experienced participants. The participants should know how to ________correctly and how to fall safely after being tackled. It is also important that they have been taken through developmental work on rucks and __________.

Arrange participants into groups of 10. Within each of these groups, separate the participants into teams of five. One team puts ________on to identify themselves. Cone out an area approximately 40x15 m for each group. The sorter sides are the goal lines, with each other team, but the following conditions are made to the ______of the game. Participants should be informed that if a player in possession of the rugby ball is tackled or held, you will shout either ”_________”, “maul” or “pass” . The team must attempt to retain possession using whichever method is called .No __________should be allowed and after a try is scored, the team conceding the try, gets possession at the halfway line to start the game again. Play for a set time, such as_________, or until one team has scored a set number of tries.

ACTIVITY 9 Complete these words.

M_ _ _ U _ __ _ C_ _ _ R_ _ _ _Y T_ C_ _ _ _e s



ACTIVITY 10 Look for information on The Six Nations Rugby Champ ionship



ACTIVITIY 1: Draw this picture without names and then fill in th e missing letters.

1.==> the f - - - - - - - 2. ==> an e - - - - - - 3. ==> the h - - - - - - 4. ==> the n - - - - - - 5. ==> the m - - - - - 6. ==> an e - - - - - - 7. ==> the n - - - - - - 8. ==> an a - - - - - - - 9. ==> a h - - - - - - - - 10. ==> the f - - - - - - 11. ==> a l - - - - - - - - 12. ==> the f - - - - - - 13. ==> the t - - - - - -



ACTIVITY 2: Try to memorise the names and try to id entify them in your own body

ACTIVITY 3: Label the human body diagram using the word list be low .



Ankle arm belly button chest chin





ACTIVITY 4: Draw these pictures and try to memorize the names. If you observe carefully you can appreciate the Latin nouns.



ACTIVITY 5:

Look for the words in the work search, if when you find one of them you write it down.






S A E A C E O U A H B H R N O H E E L N E M O M I K I E O E L A O U W J V L E G L C D X L W 0 B L E Y C V Q Z D W A F Y B T H I P E E E M O U T H G N C Y R W Q T X A N O S E E C D T C H E S T R D W Q O R S R E G N I F P N E C K G N M H G H T F R T O O F Q E C Z Q W E B Q E D S S H I N B D V E S X H L N B V X L N Y V C I X A S W C U V Q E K N E E Z L E O O I U C W R Y S E R H H M N V C X A E Q V S D G E Y M B E O Z W R I S T W A I S T C

1) 2) 3) 4) 5) 6)

7) 8) 9) 10) 11) 12)

13) 14) 15) 16) 17) 18)

19) 20) 21) 22) 23) 24)

25)



ACTIVITY 6. Look up in the dictionary and translate to Catalan






ACTIVITY 7. Body quiz - Which part of the body?

• The place where you wear a watch_______________________ • The place where you might wear a belt________________ • You can easily twist this when doing sport._______________ • These are often red after you’ve been out in the cold or if you’re

embarrassed._________________________________________ • You use these to breathe._______________________________ • Doctors sometimes listen to it to see if you have a breathing

problem.____________________________________________

Wrist, nose, lung, chest. waist, body

ACTIVITY 1. Link the colour with the object. Put the adjective before the noun.

RED, GREEN,BLUE,YELLOW,BLACK,ORANGE, GREY,PURPURA, PINK, WHITE

� ________GAT � ________JUICE � ________VEGETABLE � ________BANANA � ________FLOWER � ________TROUSER, � ________MOUSE � ________BEAR



� ________SEAL � ________CAPE OF THE KING � ________CHERRY

ACTIVITY 2. SHAPES. Draw each of the forms. And write the name at the bottom. diamond cone rectangle circle Cube Star oval triangle square crescent

ACTIVITY3. Match the opposite words below .

Write any other opposites you know in the space, at the bottom of the page.



1. _______________________________________________________ 2. _______________________________________________________ 3. ______________________________________________________ 4. _______________________________________________________ 5. _______________________________________________________ 6. _______________________________________________________ 7. _______________________________________________________

ACTIVITY 4. In the classroom (match the words & pictures)

Chair Course book Glue Crayon Computer Pencil Desk

Pen Mouse Pencil case Piece of paper Bag Paperclip Rubber

Notebook Scissor Ruler Folder



ACTIVITY 5. Link each image with the action.

To run, to through, to shoot, to pass, to bounce, to kick, to jump

ACTIVITY 6. Classify these words in each group

Football strip, forward, referee, centre circle, penalty area, defender, corner flag, save, tackle, boot, kick, throw-in, extra time, red card, goal, corner, stadium, send off, half time, draw, free kick,

Scrum, touché, drop, drop out, Bat, wicket keeper, field, leg pad, out, scoreboard, umpire, Free-throw line, side line, ball, hoop, basket, bounce, dunk, block, mark, jump, shoot, catch, throw

BASKET SOCCER CRICKET

RUGBY WATER

SPORTS



ACTIVITY 7. Link each action with its sport

Smash Throw Catch Shoot Jump Dunk Bounce Mark TENIS Block Slide Run Field Tag BASKETBALL Bat Pith Serve Volley Return Lob SOCCER Backhand Forehand Tee-off Drive Putt Chip RUGBY Kick Pass Tackle Try Ruck melee

ACTIVITAT 8. Translate to English and draw actions

SALTAR ASSEGUT ESTIRAT BOTAR LLENÇAR CREUAR PASSAR REBRE CHUTAR COLPEJAR. ARROSSEGAR-SE

PERDRE POSAR AGAFAR TOCAR APRETAR CORRER CAMINAR PARAR DRET TOMBAT

BATEAR REGATEJAR ACONSEGUIR, AGENOLLAR-SE AJUPIR-SE VEURE SACSEJAR POSAR DISPARAR PARLAR FER



SALTAR-TO JUMP

ACTIVITY 9. Fill the gaps below with a suitable form of go, pla y or do.

Played(2), went (2), died, do(2), play, goes, playing, going,

1. I don’t ____1____tennis very well because I don’t ___2___enough practice. 2. He doesn’t ____3___a lot of running- he __4__jogging about once a month. 3. My sister enjoys_5___chess, but I don’t think she’s ever ___Scrabble. 4. We’re ___6___swimming. Do you want to come? No thanks. I’m

_7___basketball in two hours. And I _8___swimming yesterday 5. I___9____some gardening yesterday morning, and then in the afternoon we

all __10____sailing and in the evening we sat at home and __11__cards.

ACTIVITY 10. Classification of Scottish games: you remember all games which we have played. You try to organise them their groups (This activity will be done at the last of credit.)

1. How does a game start

2. Chasing and Catching Games

3. Hiding, Seeking and Hunting Games

4. Ball games

5. Hitting games

6. Racing and Guessing Games

7. Skipping

8. Clapping and Patting games



9. Indoor Games for a Dreich Day

10. Hopscotch

11. Bools



VOCABULARY A HELPING HAND –AJUDA‘M A.S.A.P- AS SOON AS POSSIBLE ACCIDENTALLY- FORTUIT. AHIND-DARRERA ANCKEL-TORMELL ARABESQUE-BALANCE AMB UNA CAMA ATTACH-ADJUNTAR ATTAINABLE: ACHIEVE AWAA-AWAY BACCY-TOBACCO BACK ROLL-TOMBARELLA INREVÉS BACKHAND-REVÉS BACKHAND-REVÉS BADMINTON BALANCE-EQUILIBRI BALLBOY BASELINE- LÍNIA DE FONS. BASKETBALL. BASKETBALLPLAYER-JUGADOR BASKET-CISTELLA BAT- BAT-BATEAR BAT-PALA BATSMAN-BATEADOR BAW-BALL BAWBEE-HALF PENNY BEAR-BARBA BENCH-BANC BLADE-GRANS BLOCK-BLOQUEJAR BOARD-TAULA BOUNCE-BOTAR BOUNDARY LINE-LÍNIA DE FONS. BOWLER-LLENÇAR BOX-TOP-PLINT BRIDGE-CRAP-FER EL PONT BUCH- POLTRE. BURLEY-SPING-GIRAR BY HAND-A MÀ CANOEING-PIRAGUISME CAPSIZE-VOLCAR CARTWHELL-RODA CATCH-AGAFAR CAW CANNY-TAKE IT EASY CAWED OOT-CAUGH BY SKIPPING ROPE SO OUT UNTIL NEXT ROUND CENTRE CIRCLE- CERCLE CENTRAL CENTRE LINE- LINIA CENTRAL CHAP-KNOCK CHARMING-ENCANTADOR CHESSIE-CHESNUT COMPASS-BRÚXOLA CONE-CON



COOL DOWN-CLEAR IUP-CALMA CORNER FLAG-CORNER COURT-CANXA CRADLER-ABRAÇAR CREW-TRIPULACIÓ CRICKET CROSSBAR-LLARGUER DEAD BAD LINE-LINIA DE FONS. DEFENDER-DEFENSA DEVELOPMENT DRILLS-FER EXERCICIS DOUBLES DRAW-EMPAT DRAW-EMPAT DRIBBLE-REGATEJAR DROP SHOT-SHORT SHOT IN BADMINTON DROP-COP NEXT TO THE NET IN BADMINTON EGG ROLL-TIPUS DE ROTACIÓ, CAMES OBERTES. AL TERRA ELBOWS-COLZES ENLINE-LINÍA DE FONS. ESTRIC-ESTRICTE EVENT-PROVA EXPELLED A BOY- EXPULSAR EXTRA-TIME-PRÓRROGA FIELD-INTERCEPTAR I TORNAR FILL IN CHART-ESQUEMES FLAG-BANDERA FLARE-LA BENGALA FOOTBALL FOOTBALL PITCH-CAMP FOOTBALLER-FUTBOLISTA FOOTBALL-PILOTA FOOTWEAR-BAMBAS FOREHAND-DRETA FORWARD ROLL- TOMBARELLA AL DRET FORWARD-DAVANTER FORWARDHAND-DRET FOUL-FALTA FOUL-FALTA FREE KICK-TIR LLIURE FREE-THROW LINE-LÍNIA DE TIR LLIURE. FRIENDLY-AMIGABLE GOAL AREA-AREA DE META GOAL LINE-LINIA DE META GOAL POSTE-PAL GOAL-PORTERIA GOAL-PORTERIA HALF COURT –MITJA PISTA HAND IN HAND- AGAFATS DE LA MÀ HAND IN –LLIURAR HAND OVER HAND-UNA MÀ RADERA ALTRA HANDKERCHIEF-MOCADOR HANDLE- MÀNEC. HANDLE WITH CARE-MANIPULAR AMB CURA. HANDSTAND- EQUILIBRI DE MANS HANS UP-MANS ADALT



HEAD-LLENÇAR DE CAP HEAD-STAND- DE CAP HIGH AT THE NET –PER ALT HOISTED-AIXECAT HUND STEP-PEU ENDAVANT, BADMINTON HUNGE STEP- PEU ENDAVANT EN BADMINTON I.E- id est , es a dir I.T INFORMÀTICA TECNOLOGIA. IN GOAL AREA-ZONA DE MARCA IN GROUPS- IN GRUPS IN HAND –ENTRE MANS INSTRUCCTIONS. JEELY JET SKIING-MOTO AQUÀTICA JIGSAW-PUZZLE JUMP BALL-SALT ENTRE DOS JUMP-SALTAR KAYAK KICK-XUT LEAGUE-LA LLIGA LEG PAD-PROTECTOR DE CAMA LIFE JACKET- ARMILLA SALVAVIDES LIFE RAFT- BALSA SALVA VIDES. LIFEBUOY-SALVAVIDES LINESMAN-JUTGE DE LÍNIA LINGE-COP NEXT TO NET, BADMINTON LINK- SEQUENCES LO0K OUT- VES EN COMPTE LOB-GLOBUS LOG-TRONC LOTTERY-SORTEIG MARCAR-DUNK MARK-MARCAR MAT-MATALÀS MUSCLES-STIFFNESS NET-XARXA NET-XARXA NOTICE-OBSERCAR OFF-SIDE-FORA DE JOC OR-REM OUCH YOU ARE HURTING ME-OH , EM FAS MAL. OUT OF BOUNDS-FORA DE BANDA OUTCOMES-RESULTATS OUT-FORA OUTIE-CORREDOR LLIURE OVERHEAD-LONG SHOT IN BADMINTON PASS-PASSI PEENY-PINAFOR-DAVANTAL PENALTY AREA PHYSICAL INJURE- MAL FÍSIC. PICK UP-RECOLLIR PIKE .SALTAR SOBRE TRAMP I TOCAR ELS PEUS AMB MANS PITCH-CAMP DE CRICKET PLAY OFF-PATIT DE DESEMPAT POUND-450GR



PUT YOUR HAND TOGETHER-APLAUDIR PUZZLE-TRENCACLOSQUES QUICKLY-RÀPID QUIZ, COMPETION, CHAMPIONCHIP RACKET-RAQUETA RAFTING RAISE YOUR HAND –AIXECAR LA MÀ RALLY-JUGADA SEGUIDA, PELOTEO RÀPIDS RAW-INEXPERT REBOUND-REBOT RED CAR- T. VERMELLA REFEREE-ARBRITRE REM-PADDLE RETREAT DAY-DIA DE REFLEXIÓ. RETURN-RESTAR ROW-REMAR RUCK-OBERTA RUDDER-TIMÓ RUGBY PITCH-CAMP DE RUGBY RUGBY STRIP-VESTIT RUN UP-INCURRIR SAVE-ATURADA SCORE A GOAL-MARCAR UN GOL SCOREBOARD- MARCADOR. SCRUM-MELÉ SEPARATE- SEPARATS. SERVE-SERVIR SERVICE LINE-LINÍA DE SERVEI SET SHEAF-GRAPAT DE BLAT SHOOT-LLANÇAR SHOOT-TIRAR A CISTELLA SHOT-TIR SHOULDER-ESPATLLES SIDE ROLL, TOMBARELLA DE COSTAT. SIDEDECK-CUBERTA SIDELINE-LINIA DE BANDA SINGLES-INDIVIDUAL SIT DOWN-SEURE SLOWLY-LENT SMASH SHOT-REMAT SOCCER-FUTBOL SORE-DOLOR SPEED BOATING-CURSA DE MOTORES SPINNING TOP-BALDUFA SPRINBOAD-TRAMPOLI SQUASH STADIUM-ESTADI STAND UP- DE PEU STAND UP-AIXECAR-SE STAND UP-DRET STEEL-ACER STERM-POPA STIFFNESS- AGULLETES.



STOP INTERRUMPTING STRADDLE: SALTAR SOBR TRAMP I PEUS SEPARATS. STRAIGH ARM- ESTIRAR EL BRAÇ STRAIGH ARM-ESTIRAR EL BRAÇ STRAW-PALLA STRENGH-FORÇA STUMP-PAL SUBSTITUTE- RESERVA SUBSTITUTION- SUBSTITUCIÓN SUTTLE- VOLANT SWAMP-PANTÀ TABLE TENNIS TACKLE-ENTRADA TACKLE-PLACAR TACK-VIRAR TENNIS COURT-PISTA TENNIS SHOES THE RAQUET ON THE GROUND-RAQUETA AL TERRA THREE POINT LINE THROW-IN-SERVEI DE BANDA THROW-IN-SERVEI DE BANDA THROW-LLANÇAR TIE-NUS TO BE ON YOUR LEG-ESTAR DRET TO BE SOMEONE A HAND-AJUDAR TO HAVE THE MATTER IN HAND-TENIR UN ASUMPTE ENTRE MANS. TO HOLD HANDS –ANAR DE LA MÀ TO HURT-MAL TO PLEASE-AGRADAR TO TIDY- ORDENAR TOE-DIT DEL PEU TOOTHACHE- MAL DE QUEIXAL TOSS- LLANÇAR TOUCH LINE- LINIA DE BANDA TRACKSUIT- XANDALL TRAMPETE- MINITRAMP TUCK- SALTAR SOBRE TRAMP I TOCAR GENOLL AMB MANS. TURF- GESPA UMPIRE- ARBITRE VOCABULARY VOLEY-VOLEA V-SIT, ASSEGUT, PEUS I CAMES ENLAIRE WALL-PARET WARN UP-ESCALFAR WATERSKING-ESQUÍ AQUATIC WATERSPORTS WAVE-OLA WEE- SMALL, PETIT. WIBBLE WICKET KEEPER-GUARDIÀ WICKET-RASTRILLO WINDSURFER-WINDSURFISTA WINDSURFING WIND-VENT WOBBLE



WORD SEARCH - SOPA DE LLETRES. WORKSHEET-FULLA DE TREBALL YARD-0.914M YELLOW –T-GROGA ZIGZAG PATH.- ZIGA ZAGA.



CLASSROOM LANGUAGE.

USE THE DICTIONARY/ UTILITZA EL DICCIONARY ANSWER /RESPON ASK AND ANSWER/PREGUNTA I RESPON. ASK YOUR CLASSMATES./PREGUNTA AL TEU COMPANY CHOOSE THE CORRECT SENTENCE FOR EACH PICTURE/TRIA LA RESPOSTA

CORRECTA PER CADA DIBUIX CHOOSE/TRIA CIRCUIT TRAINING/TAULA DE GYMNASIA COMPLETE THE SENTENCE WITH THE CORRECT FORM OF.../COMPLETA LA

FRASE AMB LA FORMA CORRECTA COPY AND FILL IN/COPIA I OMPLE. DESCRIBE THE PEOPLE/DESCRIU LA PERSONA. DESCRIBE THE PICTURES/DESCRIU EL DIBUIX. DESCRIBE/DESCRIU. DESIGN/DIBUIXA. ESTIRAR/EXTEND FLEX/FLEXIONAR IN GROUPS/EN GRUPS. INTRODUCE THE PEOPLE./PREGUNTA A LES PERSONES. JOGGING/FOOTING JUMP/SALTA. LISTEN AGAIN-ESCOLTA ALTRA VEGADA. LISTEN AND CHECK YOUR ANSWER/ESCOLTA I COMPROVA LA RESPOSTA. LISTEN AND LOOK AT/ESCOLTA I MIRA. LISTEN AND REPEAT /ESCOLTA I REPETEIX LISTEN TO /ESCOLTA… LOOK AT /MIRA. LOOK FOR/BUSCA LOOK UP THE WORDS YOU DON’T KNOW IN THE DICTIONARY/BUSCA LA

PARAULA AL DICCIONARY MAKE UP A SIMILAR CONVERSATION/INVENTA UNA CONVERSA SIMILAR. MAKE UP- FES. MATCH UP THE DESCRIPTIONS WITH THE PEOPLE/RELACIONAR LES

DESCRIPCIONS AMB LES PERSONES. MATCH UP THE QUESTIONS WITH THE ANSWER/RELACIONAR LA PREGUNTA

AMB LA RESPOSTA. MATCH UP-PER PARELLES. MOVE THE PARTS OF YOUR BODY/MOU LES PARTS DEL TEU COS. NAME/NOMENA. PAY ATTENTION TO THE PRONUNCIATION/POSA ATENCIO PERSONAL TRAINER/ ENTRENADOR PERSONAL PLAY-JUGA PRACTISE.-PRACTICA PRESS UP-FLEXIÓ PULL UP/AIXECAR PUT YOUR CHEWING GUM IN THE BIN/LLENÇA EL XICLET A LA PAPERERA. READ THE TEXTS,/LLEGEIX EL TEXT. REPEAT-REPETEIX. RUN/CORRE



SAY/DIGUES. SILENCE, PLEASE!/CALLEU SIT DOWN/SEU SIT-UP/ABDOMINAL SKIPPING/SALTAR A LA COMBA. SQUAT/GATZONETA. STAND UP/AIXECA’T STRECH/ESTIRAMENT TALK ABOUT/PARLA DE… TELL YOUR PARTNER/PARLA AMB LA TEVA PARELLA. THROW THE DICE/LLENCA EL DAU TRAIN/ENTRENAR TRUE OR FALSE./VERITAT O FALS TURN/GIRA USE SENTENCES FROM THE GRID/USE FRASES VEST/SAMARRETA/ARMILLA WALK/CAMINA WARM UP/ESCALFAR WITH YOUR PARTNER, MAKE AN INTERVIEW WITH/AMB LA TEVA PARELLA

FES UNA ENTREVISTA. WRITE IN ORDER IN WHICH THEY ARE MENTIONED/ESCRIU EN LA FORMA

ORDENADA. WRITE A CONVERSATION BETWEEN /ESCRIU UNA CONVERSA ENTRE… WRITE AN ANSWER/ESCRIU I RESPON. WRITE SIMILAR SENTENCES ABOUT/ESCRIU FRASES SIMILAR. WRITE/ESCRIU

4. SUPLEMENTARY MATERIALS The suplementary materials are included in the CD. • POWER POINT OF TRADITIONAL GAMES IN CATALONIA • POWER POINT OF TRADITIONAL GAMES IN SCOTLAND • MINDMAP



5. BIBLIOGRAPHY � KERNDRIC ROSS. Classic Children’s games from Scotland.

1996. � ANTHONY DOWSON. Fun and Games (5-16). 1975. � MICHAEL O´MARA BOOKS LIMITED. The games Book. 2008. � ALICE B. GORMME. The traditional Games of England,

Scotland and Ireland. 1984 � SYDNEY G. HEDGES.100 Garden Games. 2008 � PERE LAVEGA7/SALVADOR OLASO. 1000 juegos y deportes

populares y tradicionales. La tradición Jugada.2003. � DEBRA WISE. Great Big Book of Children Games (over 450

Indoor and Outdoor Games for Kids). 2003. � APAC. Clic in Catalonia from Theory to Practice. � ROYAL INSURANCE. Rules of Golf.1984. � HOWARD GILFILLAN. Rugby Union. � NATIONAL WESTMINSTER BAND SPORTCOACHING

SERIES. Swimming.1973. � DAVID L. GALLAHUE. Developmental Physical Education for

Today’s Children. 1996 � THE SCOTTISH OFFICE EDUCATION DEPARTMENT.

Curriculum and Assessment in Scotland National Guidelines, Expressive Arts, 5-14. June 1992.

� ARIÑO-BENABARRE-BLANCH-LUQUE-LLANDRÉS. Primer cicle,ESO, llibre del profesor.Serbal.

� HEINEMAN ENGLISH DICTIONARY � COLLINS SPANISH-ENGLISH DICTIONARY � WIKIPEDIA

Documents

TRADITIONAL AND POPULAR GAMES IN GREAT BRITAIN …Traditional and popular games in Great Britain and Catalonia. Juan Manuel Serrano Sanabria. 3 1. INTRODUCTION I have been in Glasgow